Exploring The Lived Experiences Of Public High School Teachers And Instructional Coaches Participating In Virtual Instructional Coaching During The COVID-19 Pandemic

<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>

Name thesis:degree_name

Doctor of Education (EdD)

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Year dc:date.available

2022

Author dc:creator

• Manion, Alyson J.

Contributors dc:contributor

• Andrea Disque
• Glenn Brand
• Noah Getz

• Curriculum and Instruction
• Education
• Educational Assessment, Evaluation, and Research
• Educational Methods
• Educational Psychology
• Online and Distance Education
• Secondary Education

Repository record dc:identifier

https://dune.une.edu/theses/432

OAI identifier oai:identifier

oai:dune.une.edu:theses-1431