Degree Name
EdD (Doctor of Education)
Program
Educational Leadership
Date of Award
8-2012
Committee Chair or Co-Chairs
Virginia P. Foley
Committee Members
Eric S. Glover, Donald W. Good, Elizabeth Ralston
Abstract
The purpose of this quantitative study was to investigate K-12 teachers' perceptions of instructional coaching. Specifically, this researcher assessed the perception of instructional coaching as a whole, support for hiring practices for instructional coaches, the value of instructional coaching for improving teaching practices, the value of instructional coaching for improving student achievement, and the perception of instructional coaches being in supervisory role. Participants in this study were located in three different school systems in Northeast Tennessee. All data were collected through an online survey distributed to 848 teachers resulting in a 62% return rate with 536 participant responses. Research reinforced the view that more research needs to be conducted to determine the effectiveness of instructional coaching. The data from 5 survey questions measured on a 4-point Likert-type scale were analyzed using one-sample t tests. Results indicated that teachers differ on their perception of instructional coaching based on grade level and their years of experience. No group had a statistically significant positive support for instructional coaching.
Document Type
Dissertation - unrestricted
Recommended Citation
Horne, Jason Brock, "Instructional Coaching: Teachers‘ Perceptions of Practice and Effectiveness" (2012). Electronic Theses and Dissertations. Paper 1458. https://dc.etsu.edu/etd/1458
Copyright
Copyright by the authors.