Instructional coaching has become a popular form of professional development in schools. Instructional coaches are often teacher leaders with years of classroom experience but little formal training in working with adult learners. This research examined the experiences of instructional coaches and the supports they perceived were needed for success in a coaching relationship. This research also examined the experiences of the teachers being coached in order to determine teacher perception of coaching as effective professional development. Data analysis explored the themes of objectivity, credibility, listening, and communication within the coaching relationship.
","abstract_html":"<p>Instructional coaching has become a popular form of professional development in schools. Instructional coaches are often teacher leaders with years of classroom experience but little formal training in working with adult learners. This research examined the experiences of instructional coaches and the supports they perceived were needed for success in a coaching relationship. This research also examined the experiences of the teachers being coached in order to determine teacher perception of coaching as effective professional development. Data analysis explored the themes of objectivity, credibility, listening, and communication within the coaching relationship.</p>","abstract_has_math":false,"creators":["Davis, Emily"],"institution":null,"degree_name":"Doctor of Education in Teacher Leadership (Ed.D)","degree_level":"Dissertation","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Dr. Daphne Hubbard","Dr. Erin Adams"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019-07-25T07:00:00Z","date_published":"2019-07-25T07:00:00Z","updated_at":"2026-07-24T02:43:33Z","subjects":["coaching","adult learning theory","student-centered learning","reflection","Adult and Continuing Education","Teacher Education and Professional Development"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.kennesaw.edu/teachleaddoc_etd/35","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Daphne Hubbard","Dr. Erin Adams"]},{"key":"dc:creator","label":"Author","values":["Davis, Emily"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2019-07-01T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Teacher Leadership (Ed.D)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["coaching","adult learning theory","student-centered learning","reflection","Adult and Continuing Education","Teacher Education and Professional Development"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.kennesaw.edu/teachleaddoc_etd/35"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Instructional coaching has become a popular form of professional development in schools. Instructional coaches are often teacher leaders with years of classroom experience but little formal training in working with adult learners. This research examined the experiences of instructional coaches and the supports they perceived were needed for success in a coaching relationship. This research also examined the experiences of the teachers being coached in order to determine teacher perception of coaching as effective professional development. Data analysis explored the themes of objectivity, credibility, listening, and communication within the coaching relationship.
"]},{"key":"dc:title","label":"Title","values":["Coaching for Change: Teacher Perceptions of the Impact of Personalized, Reflective Professional Development"]}]}],"canonical_facts":{"dc:contributor":["Dr. Daphne Hubbard","Dr. Erin Adams"],"dc:creator":["Davis, Emily"],"dc:date.available":["2019-07-01T07:00:00Z"],"dc:description.abstract":["Instructional coaching has become a popular form of professional development in schools. Instructional coaches are often teacher leaders with years of classroom experience but little formal training in working with adult learners. This research examined the experiences of instructional coaches and the supports they perceived were needed for success in a coaching relationship. This research also examined the experiences of the teachers being coached in order to determine teacher perception of coaching as effective professional development. Data analysis explored the themes of objectivity, credibility, listening, and communication within the coaching relationship.
"],"dc:identifier":["https://digitalcommons.kennesaw.edu/teachleaddoc_etd/35"],"dc:subject":["coaching","adult learning theory","student-centered learning","reflection","Adult and Continuing Education","Teacher Education and Professional Development"],"dc:title":["Coaching for Change: Teacher Perceptions of the Impact of Personalized, Reflective Professional Development"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education in Teacher Leadership (Ed.D)"]},"updated_at":"2026-07-24T02:43:33Z"}