Coaching for Change: Teacher Perceptions of the Impact of Personalized, Reflective Professional Development

<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>

Name thesis:degree_name

Doctor of Education in Teacher Leadership (Ed.D)

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Educational Leadership

Year dc:date.available

2019

Author dc:creator

• Davis, Emily

Contributors dc:contributor

• Dr. Daphne Hubbard
• Dr. Erin Adams

• coaching
• adult learning theory
• student-centered learning
• reflection
• Adult and Continuing Education
• Teacher Education and Professional Development

Repository record dc:identifier

https://digitalcommons.kennesaw.edu/teachleaddoc_etd/35

OAI identifier oai:identifier

oai:digitalcommons.kennesaw.edu:teachleaddoc_etd-1036