The purpose of this qualitative phenomenological study was to explore the lived experiences of public high school teachers (grades 9-12) and instructional coaches who have participated in virtual instructional coaching during the COVID-19 pandemic. Three research questions guided this study: (1) How do public high school teachers and instructional coaches describe their experience with virtual instructional coaching during the COVID-19 pandemic?, (2) How do public high school teachers and instructional coaches describe the changes in instructional coaching experienced during the COVID-19 pandemic?, and (3) How do public high school teachers and instructional coaches describe their relationships with their instructional coaching partner during the COVID-19 pandemic? The partnership approach theory was applied as the conceptual and theoretical framework for this study.
Semi structured interviews were used for data collection. Upon completion of coding and analysis, themes emerged which included the use of flexible feedback in the virtual environment, incorporating co-teaching as part of the instructional coaching model, and the presence of positive relationships in the virtual environment. The findings of this study focused on the lived experiences of public high school teachers and instructional coaches. Participants indicated frustrations with their experiences, a desire for flexibility with virtual instructional coaching and cited more present and positive relationships during the studied time period.
","abstract_html":"<p>The purpose of this qualitative phenomenological study was to explore the lived experiences of public high school teachers (grades 9-12) and instructional coaches who have participated in virtual instructional coaching during the COVID-19 pandemic. Three research questions guided this study: (1) How do public high school teachers and instructional coaches describe their experience with virtual instructional coaching during the COVID-19 pandemic?, (2) How do public high school teachers and instructional coaches describe the changes in instructional coaching experienced during the COVID-19 pandemic?, and (3) How do public high school teachers and instructional coaches describe their relationships with their instructional coaching partner during the COVID-19 pandemic? The partnership approach theory was applied as the conceptual and theoretical framework for this study.</p> <p>Semi structured interviews were used for data collection. Upon completion of coding and analysis, themes emerged which included the use of flexible feedback in the virtual environment, incorporating co-teaching as part of the instructional coaching model, and the presence of positive relationships in the virtual environment. The findings of this study focused on the lived experiences of public high school teachers and instructional coaches. Participants indicated frustrations with their experiences, a desire for flexibility with virtual instructional coaching and cited more present and positive relationships during the studied time period.</p>","abstract_has_math":false,"creators":["Manion, Alyson J."],"institution":null,"degree_name":"Doctor of Education (EdD)","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Andrea Disque","Glenn Brand","Noah Getz"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-08-01T07:00:00Z","date_published":"2022-08-01T07:00:00Z","updated_at":"2026-07-24T05:21:34Z","subjects":["Curriculum and Instruction","Education","Educational Assessment, Evaluation, and Research","Educational Methods","Educational Psychology","Online and Distance Education","Secondary Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dune.une.edu/theses/432","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Andrea Disque","Glenn Brand","Noah Getz"]},{"key":"dc:creator","label":"Author","values":["Manion, Alyson J."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2022-09-02T07:00:00Z"]},{"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":["Curriculum and Instruction","Education","Educational Assessment, Evaluation, and Research","Educational Methods","Educational Psychology","Online and Distance Education","Secondary Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dune.une.edu/theses/432"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this qualitative phenomenological study was to explore the lived experiences of public high school teachers (grades 9-12) and instructional coaches who have participated in virtual instructional coaching during the COVID-19 pandemic. Three research questions guided this study: (1) How do public high school teachers and instructional coaches describe their experience with virtual instructional coaching during the COVID-19 pandemic?, (2) How do public high school teachers and instructional coaches describe the changes in instructional coaching experienced during the COVID-19 pandemic?, and (3) How do public high school teachers and instructional coaches describe their relationships with their instructional coaching partner during the COVID-19 pandemic? The partnership approach theory was applied as the conceptual and theoretical framework for this study.
Semi structured interviews were used for data collection. Upon completion of coding and analysis, themes emerged which included the use of flexible feedback in the virtual environment, incorporating co-teaching as part of the instructional coaching model, and the presence of positive relationships in the virtual environment. The findings of this study focused on the lived experiences of public high school teachers and instructional coaches. Participants indicated frustrations with their experiences, a desire for flexibility with virtual instructional coaching and cited more present and positive relationships during the studied time period.
"]},{"key":"dc:title","label":"Title","values":["Exploring The Lived Experiences Of Public High School Teachers And Instructional Coaches Participating In Virtual Instructional Coaching During The COVID-19 Pandemic"]}]}],"canonical_facts":{"dc:contributor":["Andrea Disque","Glenn Brand","Noah Getz"],"dc:creator":["Manion, Alyson J."],"dc:date.available":["2022-09-02T07:00:00Z"],"dc:description.abstract":["The purpose of this qualitative phenomenological study was to explore the lived experiences of public high school teachers (grades 9-12) and instructional coaches who have participated in virtual instructional coaching during the COVID-19 pandemic. Three research questions guided this study: (1) How do public high school teachers and instructional coaches describe their experience with virtual instructional coaching during the COVID-19 pandemic?, (2) How do public high school teachers and instructional coaches describe the changes in instructional coaching experienced during the COVID-19 pandemic?, and (3) How do public high school teachers and instructional coaches describe their relationships with their instructional coaching partner during the COVID-19 pandemic? The partnership approach theory was applied as the conceptual and theoretical framework for this study.
Semi structured interviews were used for data collection. Upon completion of coding and analysis, themes emerged which included the use of flexible feedback in the virtual environment, incorporating co-teaching as part of the instructional coaching model, and the presence of positive relationships in the virtual environment. The findings of this study focused on the lived experiences of public high school teachers and instructional coaches. Participants indicated frustrations with their experiences, a desire for flexibility with virtual instructional coaching and cited more present and positive relationships during the studied time period.
"],"dc:identifier":["https://dune.une.edu/theses/432"],"dc:subject":["Curriculum and Instruction","Education","Educational Assessment, Evaluation, and Research","Educational Methods","Educational Psychology","Online and Distance Education","Secondary Education"],"dc:title":["Exploring The Lived Experiences Of Public High School Teachers And Instructional Coaches Participating In Virtual Instructional Coaching During The COVID-19 Pandemic"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education (EdD)"]},"updated_at":"2026-07-24T05:21:34Z"}