The effect of instructional coaching on teachers' sense of self-efficacy

The purpose of this mixed methods study was to determine if teachers’ sense of self-efficacy is influenced by instructional coaching. The Teachers’ Sense of Efficacy Scale survey was used to determine teachers’ sense self-efficacy. Demographic data was also collected which included years of experience, grade level taught, and coaching experience. One-on-one interviews further explored teachers’ perceptions of coaching. Quantitative data were analyzed using a paired t-test and ANOVAs. Qualitative data was analyzed using an inductive approach. Quantitative analysis demonstrated teachers’ sense of self-efficacy overall was not significantly influenced coaching. Qualitative analysis did show that particular coaching types were preferred over traditional models of professional development and had impacted teachers’ instructional practices, as well as student performance.

Grantor dc:publisher

University of Alabama Libraries

Year dc:date.issued

2019

Author dc:creator

• Rosato, Jennifer

Advisor dc:contributor.advisor

• Mitchell, Roxanne

Contributors dc:contributor

• Atkinson, Becky
• Johnson, Bob
• Sun, Jingping
• Webb, Alan

• Education
• Educational administration

Statement dc:rights

• All rights reserved by the author unless otherwise indicated.

Language dc:language.iso

en_US, English

Dc Identifier Other

u0015_0000001_0003523
Rosato_alatus_0004D_14046

OAI identifier oai:identifier

oai:ir.ua.edu:123456789/6665