The purpose of this qualitative exploratory case study was to determine the impact that participation in student-centered coaching had on teacher self-efficacy within a large, international school in east Asia. The study aimed to fill the gap in international school research around student-centered coaching and teacher self-efficacy. The study explored how the student-centered coaching process impacted teacher self-efficacy and perceptions of self as well as how teachers described their development of self-efficacy in relation to the student-centered coaching model. Four elementary homeroom teachers participated in this single site study. Data were collected over a six week period in the form of pre-cycle interviews, participant reflective journals, collaborative planning documents, and post-cycle interviews. The researcher found that partnership with an instructional coach and the focus on student success were the two main factors within the process that had an impact on teacher self-efficacy. Further, evidence was collected through the sources of self-efficacy (mastery experiences, vicarious experiences, verbal persuasion, and physiological/emotional states) which showed how participating in a student-centered coaching cycle can positively impact teacher self-efficacy (Bandura, 1997). Recommendations include that focusing on improving student learning outcomes and using data to drive discussions can impact teachers’ beliefs in themselves and ability to meet student learning outcomes, job-embedded professional learning impacts teacher self-efficacy, and schools should ensure that coaches are knowledgeable, collegial, trustworthy and able to guide teachers through reflective processes to promote thinking through the lens of student learning. Further studies could examine what leaders can do to ensure that job-embedded professional learning is implemented at their schools, could explore similarities and differences in how participation impacts teacher self-efficacy at multiple sites, and could further examine the role of the instructional coach to see if there are other implications from the coach’s presence and its impact on teacher self-efficacy.
","abstract_html":"<p>The purpose of this qualitative exploratory case study was to determine the impact that participation in student-centered coaching had on teacher self-efficacy within a large, international school in east Asia. The study aimed to fill the gap in international school research around student-centered coaching and teacher self-efficacy. The study explored how the student-centered coaching process impacted teacher self-efficacy and perceptions of self as well as how teachers described their development of self-efficacy in relation to the student-centered coaching model. Four elementary homeroom teachers participated in this single site study. Data were collected over a six week period in the form of pre-cycle interviews, participant reflective journals, collaborative planning documents, and post-cycle interviews. The researcher found that partnership with an instructional coach and the focus on student success were the two main factors within the process that had an impact on teacher self-efficacy. Further, evidence was collected through the sources of self-efficacy (mastery experiences, vicarious experiences, verbal persuasion, and physiological/emotional states) which showed how participating in a student-centered coaching cycle can positively impact teacher self-efficacy (Bandura, 1997). Recommendations include that focusing on improving student learning outcomes and using data to drive discussions can impact teachers’ beliefs in themselves and ability to meet student learning outcomes, job-embedded professional learning impacts teacher self-efficacy, and schools should ensure that coaches are knowledgeable, collegial, trustworthy and able to guide teachers through reflective processes to promote thinking through the lens of student learning. Further studies could examine what leaders can do to ensure that job-embedded professional learning is implemented at their schools, could explore similarities and differences in how participation impacts teacher self-efficacy at multiple sites, and could further examine the role of the instructional coach to see if there are other implications from the coach’s presence and its impact on teacher self-efficacy.</p>","abstract_has_math":false,"creators":["Collins, Dustin L."],"institution":null,"degree_name":"Doctor of Education (EdD)","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Michelle Collay","Catherine Stieg","Simon Gillespie"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2021,"date_issued":"2021-02-01T08:00:00Z","date_published":"2021-02-01T08:00:00Z","updated_at":"2026-07-24T05:21:34Z","subjects":["Educational Assessment, Evaluation, and Research","Educational Leadership","Educational Methods","International and Comparative Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dune.une.edu/theses/352","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Michelle Collay","Catherine Stieg","Simon Gillespie"]},{"key":"dc:creator","label":"Author","values":["Collins, Dustin L."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2021-04-09T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Educational Assessment, Evaluation, and Research","Educational Leadership","Educational Methods","International and Comparative Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dune.une.edu/theses/352"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this qualitative exploratory case study was to determine the impact that participation in student-centered coaching had on teacher self-efficacy within a large, international school in east Asia. The study aimed to fill the gap in international school research around student-centered coaching and teacher self-efficacy. The study explored how the student-centered coaching process impacted teacher self-efficacy and perceptions of self as well as how teachers described their development of self-efficacy in relation to the student-centered coaching model. Four elementary homeroom teachers participated in this single site study. Data were collected over a six week period in the form of pre-cycle interviews, participant reflective journals, collaborative planning documents, and post-cycle interviews. The researcher found that partnership with an instructional coach and the focus on student success were the two main factors within the process that had an impact on teacher self-efficacy. Further, evidence was collected through the sources of self-efficacy (mastery experiences, vicarious experiences, verbal persuasion, and physiological/emotional states) which showed how participating in a student-centered coaching cycle can positively impact teacher self-efficacy (Bandura, 1997). Recommendations include that focusing on improving student learning outcomes and using data to drive discussions can impact teachers’ beliefs in themselves and ability to meet student learning outcomes, job-embedded professional learning impacts teacher self-efficacy, and schools should ensure that coaches are knowledgeable, collegial, trustworthy and able to guide teachers through reflective processes to promote thinking through the lens of student learning. Further studies could examine what leaders can do to ensure that job-embedded professional learning is implemented at their schools, could explore similarities and differences in how participation impacts teacher self-efficacy at multiple sites, and could further examine the role of the instructional coach to see if there are other implications from the coach’s presence and its impact on teacher self-efficacy.
"]},{"key":"dc:title","label":"Title","values":["The Impact Of Student-Centered Coaching On Teacher Self-Efficacy: An Exploratory Case Study"]}]}],"canonical_facts":{"dc:contributor":["Michelle Collay","Catherine Stieg","Simon Gillespie"],"dc:creator":["Collins, Dustin L."],"dc:date.available":["2021-04-09T07:00:00Z"],"dc:description.abstract":["The purpose of this qualitative exploratory case study was to determine the impact that participation in student-centered coaching had on teacher self-efficacy within a large, international school in east Asia. The study aimed to fill the gap in international school research around student-centered coaching and teacher self-efficacy. The study explored how the student-centered coaching process impacted teacher self-efficacy and perceptions of self as well as how teachers described their development of self-efficacy in relation to the student-centered coaching model. Four elementary homeroom teachers participated in this single site study. Data were collected over a six week period in the form of pre-cycle interviews, participant reflective journals, collaborative planning documents, and post-cycle interviews. The researcher found that partnership with an instructional coach and the focus on student success were the two main factors within the process that had an impact on teacher self-efficacy. Further, evidence was collected through the sources of self-efficacy (mastery experiences, vicarious experiences, verbal persuasion, and physiological/emotional states) which showed how participating in a student-centered coaching cycle can positively impact teacher self-efficacy (Bandura, 1997). Recommendations include that focusing on improving student learning outcomes and using data to drive discussions can impact teachers’ beliefs in themselves and ability to meet student learning outcomes, job-embedded professional learning impacts teacher self-efficacy, and schools should ensure that coaches are knowledgeable, collegial, trustworthy and able to guide teachers through reflective processes to promote thinking through the lens of student learning. Further studies could examine what leaders can do to ensure that job-embedded professional learning is implemented at their schools, could explore similarities and differences in how participation impacts teacher self-efficacy at multiple sites, and could further examine the role of the instructional coach to see if there are other implications from the coach’s presence and its impact on teacher self-efficacy.
"],"dc:identifier":["https://dune.une.edu/theses/352"],"dc:subject":["Educational Assessment, Evaluation, and Research","Educational Leadership","Educational Methods","International and Comparative Education"],"dc:title":["The Impact Of Student-Centered Coaching On Teacher Self-Efficacy: An Exploratory Case Study"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education (EdD)"]},"updated_at":"2026-07-24T05:21:34Z"}