Exploring and implementing social-emotional competence coaching for BIPOC early childhood teachers: a mixed method study

Professional development equips teachers to support their students in the classroom. However, traditional professional development approaches, such as lecture-based methods, are not effective. Practice-based coaching (PBC) has demonstrated effectiveness in enhancing early childhood educators' social-emotional teaching practices. However, existing professional development, including PBC approaches, may not adequately address the unique cultural assets and professional development needs of Black, Indigenous, and People of Color (BIPOC) early childhood education (ECE) teachers, who comprise approximately 40% of the ECE workforce yet remain underrepresented in research. This mixed methods study explored BIPOC ECE teachers' experiences with PBC and developed a culturally inclusive practice-based coaching (CI-PBC) framework to better support their professional development in social-emotional teaching practices. Using an exploratory sequential mixed methods design, the study began with focus group discussions involving three BIPOC ECE teachers who had received PBC. Thematic analysis identified key themes regarding cultural inclusiveness and coaching effectiveness. Based on these findings, a CI-PBC framework was developed incorporating additional components: coach preparation through cultural competency self-assessment, relationship-building protocols, reflective journaling, differentiated coaching approaches, and bidirectional data sharing. The framework was then evaluated using a single-case multiple probe design across behaviors with one BIPOC ECE teacher to examine the functional relation between CI-PBC and implementation of social-emotional teaching practices. Focus group analysis revealed two primary themes: (1) Impacts and Dynamics of PBC, including preferred instructional strategies, feedback styles, and barriers to effective coaching; and (2) Cultural Inclusiveness in PBC, highlighting disconnects between standardized frameworks and cultural practices, along with the importance of positive coaching relationships. The single case study demonstrated observable increases in the first and second targeted behaviors (behavior expectations and anger management, respectively). Data collection on the third targeted behavior (problem solving) was discontinued due to scheduling conflicts related to the end of the school year; only three data points were collected. Thus, a functional relation was not established. Social validity measures indicated moderately high satisfaction (M = 7.8/10) with the cultural inclusiveness of CI-PBC. While BIPOC ECE teachers recognized the value of PBC, they identified significant gaps in cultural inclusiveness within current approaches. The CI-PBC framework represents a promising approach for addressing these needs, though further research with larger, more diverse samples is needed to establish effectiveness. Findings suggest that effective professional development for BIPOC educators requires intentional integration of culturally inclusive practices that honor educators' cultural assets while enhancing their professional growth.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Special Education

Grantor

University of Illinois Urbana-Champaign

Year dc:date

2025

Author dc:creator

• Kim, Casey (Keunhee)

Contributors dc:contributor

• Hardy, Jessica K.
• Hardy, Jessica K
• Corr, Catherine P
• Sanders-Smith, Stephanie C
• Zarate, Kary

• Professional Development
• Social-emotional Support

Statement dc:rights

• Copyright 2025 Casey Kim

Language dc:language

en, eng

Handle dc:identifier

https://hdl.handle.net/2142/129878

OAI record oai:identifier

https://www.ideals.illinois.edu/oai-pmh?verb=GetRecord&metadataPrefix=etdms&identifier=oai%3Awww.ideals.illinois.edu%3A2142%2F129878