Literaturnachweis - Detailanzeige
| Autor/in | Scurry, Susan Nesser |
|---|---|
| Titel | Perceptions of Instructional Coaches in the Elementary School Setting and Their Impact on Teacher Self Efficacy |
| Quelle | (2010), (103 Seiten)
PDF als Volltext Ed.D. Dissertation, University of Houston-Clear Lake |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-1-1244-0525-4 |
| Schlagwörter | Hochschulschrift; Dissertation; Learner Engagement; Educational Strategies; Classroom Techniques; Self Efficacy; Collegiality; Credibility; Teaching Experience; Coaching (Performance); Teacher Attitudes; Teacher Behavior; Teaching Methods; Feedback (Response); Supervisor Supervisee Relationship; Supervisory Methods; Teacher Supervision; Work Ethic; Trust (Psychology); Organizational Development; Teacher Empowerment; Experienced Teachers |
| Abstract | The current literature on instructional coaching shows that for the coaching relationship to be successful, the instructional coach must exhibit certain attitudes and behaviors to ensure the development of this relationship. These attitudes and behaviors include trustworthiness, respectfulness, credibility, enthusiasm, valuing of continuous improvement, and the ability to: empower teachers, actively listen, build collaboration and collegiality, and give nonthreatening feedback. The components of self efficacy that were examined include student engagement, instructional strategies, and classroom management. This study examined the relationship between teacher perceptions of instructional coaching attitudes and behaviors and their perceptions of increases in instructional self efficacy. The sample of teachers was divided into two groups based on levels of teaching experience. Pearson's product-moment correlations were used to find the intercorrelations of the coaching behaviors and attitudes, the self efficacy components, and the relationships between the nine coaching attitudes and behaviors and the self efficacy components. Once these intercorrelations were established, stepwise multiple regressions were completed to find the collective effect of the coaching behaviors as related to each of the self efficacy components. Consistently, the data from this study show the ability to empower teachers was the most significant behavior of the coach for perceived increases in the three components of self efficacy. For teachers with zero to five years of experience, the ability of the coach to give nonthreatening feedback was also a significant factor based on perceived increases in teacher self efficacy. For teachers with more than five years of experience, credibility of the coach was also significant. The data imply the shell of the coaching attitudes and behaviors is consistent with these two groups of teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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