This document reports the findings of a doctoral project regarding the perceptions held by administrators and teachers of comprehensive Catholic schools in one Midwestern diocese. With the recent explosion of research in the area of the brain and brain compatible instruction it is valuable to know and understand the perceptions held by current administrators and teachers about the use of brain compatible instruction. This project focuses on educators perceptions regarding the use of, knowledge of, attitude toward, and support given for the use of brain compatible instruction. The project was guided by the following learning objectives: Discover the perceptions of Catholic school administrators regarding the use of, knowledge of, attitudes toward, and support for the use of brain compatible instructional techniques. Discover the perceptions of teachers regarding the use of, knowledge of, attitudes toward, and support for the use of brain compatible instructional techniques. Determine if there is a discrepancy between the perceptions of administrators and teachers regarding the knowledge of, attitudes toward, and support for the use of brain compatible instructional techniques.

Online surveys of administrators and teachers were used to discover their perceptions. The surveys consisted of Likert scale and open answer questions. Links to the surveys were sent via email to administrators and teachers in all comprehensive Catholic high schools operated by the Archdiocese of St. Louis, MO. When analyzed, the data merges into three major themes: Positive teacher attitudes, yet a lack of overall emphasis or cultural change to support use of brain compatible instruction, a discrepancy between the responses of administrators and teachers, and the impact of administrators leadership and repeated exposure to professional development opportunities about the use of brain compatible instruction. In addition to a thorough review of the literature regarding brain research and brain compatible instruction and an analysis of the findings, the study also includes recommendations to assist school and district leaders in their efforts to improve instructional practice and increase the use of brain compatible instructional strategies.