{"id":{"repo_id":"duquesne","oai_identifier":"oai:dsc.duq.edu:etd-2082"},"canonical_url":"https://search.dev.ndltd.org/etd/duquesne/oai:dsc.duq.edu:etd-2082","repository":{"repo_id":"duquesne","name":"Duquesne","base_url":"https://dsc.duq.edu/do/oai/"},"display":{"title":"Examination of the Influence of Instructional Coaching on Teacher and Principal Behavior, Attitudes, and the Resultant Learning Environment","abstract":"Over the past few decades, stakeholders in education have placed significant emphasis on student achievement. Educational reform in the United States and internationally has set ambitious goals for student learning. Additionally, educational reform demands transformations in classroom practices for teachers to become agents of change. As such, teacher professionalism is at a threshold; moral purpose and change agentry are implicit in good teaching and effective change (Fullan, 1993). Systems do not change themselves; rather, they change through the actions of individuals and small groups (Fullan, 1993). In light of this notion, and in the face of educational reform and accountability, this study aimed to increase understanding of the influence of professional learning communities (PLCs) and propose an instructional coaching model to foster collaborative change. The purpose of this study was to examine how instructional coaching influences teachers' and principals' behaviors and the learning environment.","abstract_html":"Over the past few decades, stakeholders in education have placed significant emphasis on student achievement. Educational reform in the United States and internationally has set ambitious goals for student learning. Additionally, educational reform demands transformations in classroom practices for teachers to become agents of change. As such, teacher professionalism is at a threshold; moral purpose and change agentry are implicit in good teaching and effective change (Fullan, 1993). Systems do not change themselves; rather, they change through the actions of individuals and small groups (Fullan, 1993). In light of this notion, and in the face of educational reform and accountability, this study aimed to increase understanding of the influence of professional learning communities (PLCs) and propose an instructional coaching model to foster collaborative change. 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Educational reform in the United States and internationally has set ambitious goals for student learning. Additionally, educational reform demands transformations in classroom practices for teachers to become agents of change. As such, teacher professionalism is at a threshold; moral purpose and change agentry are implicit in good teaching and effective change (Fullan, 1993). Systems do not change themselves; rather, they change through the actions of individuals and small groups (Fullan, 1993). In light of this notion, and in the face of educational reform and accountability, this study aimed to increase understanding of the influence of professional learning communities (PLCs) and propose an instructional coaching model to foster collaborative change. 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