Instructional coaching and influences on program implementation by elementary principals and instructional coaches: A qualitative case study

Instructional coaching and influences on program implementation by elementary principals and instructional coaches: A qualitative case study James F. Swoger Abstract A shared vision between the instructional coach and principal aligned with district policies and programs is essential to the success of instructional coaching. The purpose of this study was to explore the way principals and instructional coaches envision the role of the instructional coach within the school and the influences within the school that impact the implementation of instructional coaching. The two research questions guiding this study were: How do principals and instructional coaches envision the role of the instructional coach? What influences the implementation of instructional coaching in schools? Guided by Creswell and Creswell's (2017) Framework for Research, the principals and instructional coaches from nine schools within one defined cluster of one school district were interviewed for this qualitative, multiple case study. Transcripts were sorted by interview question and position to support the two research questions. There were 10 findings identified. Findings for Research Question 1 include instructional coaches work with the principal to clarify the mission and visions of the school, communication between the principal and coach and the coach and teachers is vital, instructional coaches need high quality professional development, and the instructional coach is tasked to lead other school-based initiatives. Findings for Research Question 2 include that the instructional coach is critical to building capacity, providing individualized coaching, supporting professional learning communities, and building trust. Findings also noted staffing challenges, time, and competing priorities influence the implementation of instructional coaching. These findings led to six implications including that school districts should provide planning support for principals and instructional coaches to work together to clarify the mission and vision of the school, principal preparation programs should provide professional learning on working with instructional coaches, districts should prioritize high quality professional development for instructional coaches to include individualized coaching and trust building, coaches should continue to build capacity of all staff and provide novice teachers coaching cycles, and school divisions should clearly define the role of the instructional coach. These findings and implications may be of interest to district leaders, principals, instructional coaches, and aspiring instructional coaches to better understand instructional coaching and influences on program implementation.

Name thesis:degree_name

Doctor of Education

Level thesis:degree_level

doctoral

Discipline thesis:degree_discipline

Educational Leadership and Policy Studies

Department dc:contributor.department

Educational Leadership and Policy Studies

Grantor dc:publisher

Virginia Tech

Year dc:date.issued

2024

Author dc:creator

• Swoger, James Franklin

Chair dc:contributor.committeechair

• Cash, Carol S.

Committee members dc:contributor.committeemember

• Whitlock, Paige Elizabeth
• Mullen, Carol Ann
• Egenrieder, James A.

• Instructional Coaching
• Instructional Coach
• Principals
• Challenges

Statement dc:rights

• Creative Commons Attribution 4.0 International

Licence dc:rights.uri

• http://creativecommons.org/licenses/by/4.0/

Language dc:language.iso

en

Dc Identifier Other

vt_gsexam:40707

OAI identifier oai:identifier

oai:vtechworks.lib.vt.edu:10919/118975