Reading is one of the most important foundational skills for academic success, yet the teaching of reading is very complex. There is a need to support teachers with ongoing professional learning for quality literacy instruction. Peer coaching can be a meaningful, personalized, job-embedded form of professional learning for teachers (Robbins, 2015). The purpose of this mixed-methods study was to investigate the effects of a professional learning series about peer coaching on teachers’ individual self-efficacy for teaching literacy, teachers’ perceptions of collective efficacy, and teachers’ beliefs and attitudes about peer coaching as a model for professional learning. The participants involved were elementary reading teachers who volunteered to learn about and practice peer coaching. This work details a summary of what was learned about the teachers who participated along with implications for the pursuit of a learning agenda focused on improving professional learning opportunities for teachers of reading.
Key findings from the study revealed that peer coaching provided teachers with mastery and vicarious experiences which may have influenced their teaching self-efficacy. Teachers reported that peer coaching increased opportunities to collaborate with peers resulting in stronger collective efficacy. Peer coaching was found to be a valuable use of professional learning time with many benefits described by the participants in this study. This investigation provided evidence to support the claim that a voluntary peer coaching model is a powerful professional learning opportunity that creates an improvement culture within a school. Implications for practice and recommendations for future research were provided.
","abstract_html":"<p>Reading is one of the most important foundational skills for academic success, yet the teaching of reading is very complex. There is a need to support teachers with ongoing professional learning for quality literacy instruction. Peer coaching can be a meaningful, personalized, job-embedded form of professional learning for teachers (Robbins, 2015). The purpose of this mixed-methods study was to investigate the effects of a professional learning series about peer coaching on teachers’ individual self-efficacy for teaching literacy, teachers’ perceptions of collective efficacy, and teachers’ beliefs and attitudes about peer coaching as a model for professional learning. The participants involved were elementary reading teachers who volunteered to learn about and practice peer coaching. This work details a summary of what was learned about the teachers who participated along with implications for the pursuit of a learning agenda focused on improving professional learning opportunities for teachers of reading.</p> <p>Key findings from the study revealed that peer coaching provided teachers with mastery and vicarious experiences which may have influenced their teaching self-efficacy. Teachers reported that peer coaching increased opportunities to collaborate with peers resulting in stronger collective efficacy. Peer coaching was found to be a valuable use of professional learning time with many benefits described by the participants in this study. This investigation provided evidence to support the claim that a voluntary peer coaching model is a powerful professional learning opportunity that creates an improvement culture within a school. Implications for practice and recommendations for future research were provided.</p>","abstract_has_math":false,"creators":["Dellapenna, Amy M."],"institution":null,"degree_name":"EdD","degree_level":"Immediate Access","degree_discipline":"Professional Doctorate in Educational Leadership (ProDEL)","degree_department":null,"school":null,"contributors":["Deborah Scigliano","Rick McCown","Amy Olson"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2017,"date_issued":"2017-01-01T08:00:00Z","date_published":"2017-01-01T08:00:00Z","updated_at":"2026-07-24T02:09:13Z","subjects":["Collective Efficacy; Literacy; Peer coaching; Professional Development; Self-Efficacy"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dsc.duq.edu/etd/167","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Deborah Scigliano","Rick McCown","Amy Olson"]},{"key":"dc:creator","label":"Author","values":["Dellapenna, Amy M."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2017-08-10T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Professional Doctorate in Educational Leadership (ProDEL)"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Immediate Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["EdD"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Collective Efficacy; Literacy; Peer coaching; Professional Development; Self-Efficacy"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dsc.duq.edu/etd/167"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Reading is one of the most important foundational skills for academic success, yet the teaching of reading is very complex. There is a need to support teachers with ongoing professional learning for quality literacy instruction. Peer coaching can be a meaningful, personalized, job-embedded form of professional learning for teachers (Robbins, 2015). The purpose of this mixed-methods study was to investigate the effects of a professional learning series about peer coaching on teachers’ individual self-efficacy for teaching literacy, teachers’ perceptions of collective efficacy, and teachers’ beliefs and attitudes about peer coaching as a model for professional learning. The participants involved were elementary reading teachers who volunteered to learn about and practice peer coaching. This work details a summary of what was learned about the teachers who participated along with implications for the pursuit of a learning agenda focused on improving professional learning opportunities for teachers of reading.
Key findings from the study revealed that peer coaching provided teachers with mastery and vicarious experiences which may have influenced their teaching self-efficacy. Teachers reported that peer coaching increased opportunities to collaborate with peers resulting in stronger collective efficacy. Peer coaching was found to be a valuable use of professional learning time with many benefits described by the participants in this study. This investigation provided evidence to support the claim that a voluntary peer coaching model is a powerful professional learning opportunity that creates an improvement culture within a school. Implications for practice and recommendations for future research were provided.
"]},{"key":"dc:title","label":"Title","values":["An Investigation of a Peer Coaching Model on the Professional Learning and Teacher Self-Efficacy of Elementary Literacy Teachers"]}]}],"canonical_facts":{"dc:contributor":["Deborah Scigliano","Rick McCown","Amy Olson"],"dc:creator":["Dellapenna, Amy M."],"dc:date.available":["2017-08-10T07:00:00Z"],"dc:description.abstract":["Reading is one of the most important foundational skills for academic success, yet the teaching of reading is very complex. There is a need to support teachers with ongoing professional learning for quality literacy instruction. Peer coaching can be a meaningful, personalized, job-embedded form of professional learning for teachers (Robbins, 2015). The purpose of this mixed-methods study was to investigate the effects of a professional learning series about peer coaching on teachers’ individual self-efficacy for teaching literacy, teachers’ perceptions of collective efficacy, and teachers’ beliefs and attitudes about peer coaching as a model for professional learning. The participants involved were elementary reading teachers who volunteered to learn about and practice peer coaching. This work details a summary of what was learned about the teachers who participated along with implications for the pursuit of a learning agenda focused on improving professional learning opportunities for teachers of reading.
Key findings from the study revealed that peer coaching provided teachers with mastery and vicarious experiences which may have influenced their teaching self-efficacy. Teachers reported that peer coaching increased opportunities to collaborate with peers resulting in stronger collective efficacy. Peer coaching was found to be a valuable use of professional learning time with many benefits described by the participants in this study. This investigation provided evidence to support the claim that a voluntary peer coaching model is a powerful professional learning opportunity that creates an improvement culture within a school. Implications for practice and recommendations for future research were provided.
"],"dc:identifier":["https://dsc.duq.edu/etd/167"],"dc:language":["English"],"dc:subject":["Collective Efficacy; Literacy; Peer coaching; Professional Development; Self-Efficacy"],"dc:title":["An Investigation of a Peer Coaching Model on the Professional Learning and Teacher Self-Efficacy of Elementary Literacy Teachers"],"thesis:degree_discipline":["Professional Doctorate in Educational Leadership (ProDEL)"],"thesis:degree_level":["Immediate Access"],"thesis:degree_name":["EdD"]},"updated_at":"2026-07-24T02:09:13Z"}