The Impact of Alignment Coaching on Christian Teachers' Worthy Performance

Autor/in	Hines, Linda M.
Titel	The Impact of Alignment Coaching on Christian Teachers' Worthy Performance
Quelle	(2010), (217 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Capella University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1242-8779-9
Schlagwörter	Hochschulschrift; Dissertation; Performance Technology; Faculty Development; Teaching (Occupation); Christianity; Program Effectiveness; Qualitative Research; Ethnography; Coaching (Performance); Context Effect; Instructional Effectiveness; Reflective Teaching; Participatory Research; Work Environment; Improvement Programs; Job Performance + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Teaching; Lehrberuf; Christentum; Qualitative Forschung; Ethnografie; Unterrichtserfolg; Forschungstätigkeit; Arbeitsmilieu; Effizienzsteigerung; Work performance; Arbeitsleistung
Abstract	"The Impact of Alignment Coaching on Christian Teachers' Worthy Performance" uses Human Performance Technology and "teleonomics" (Gilbert 2007) to document several intersecting vantage points as one performance improvement system of alignment coaching (AC). Coaching relationships and accomplishments of consistently (daily) reading the Bible, meditating on God's Word, memorizing, praying, and worshipping (five points); drive AC. Data documents that translating these disciplines into Christian teachers' professional performance provided increases in organization, productivity, and calm; and decreases in conflicts and behavior referrals. The study starts with a measurement of the potential for performance improvement (PIP) and analyzes the discrepancies between Sunday (nuclear) and work place (extended) church settings. This study draws from qualitative methodology and autoethnography, providing inclusive and honoring space for participants' voices as individuals recall, share, and reflect upon lived experiences as Christian educators. As participant/researcher, my own voice is included in this space of inquiry by sharing my extraordinary, supernatural, Christian relational journey guiding discovery and creation of vision for AC. Notes and journal entries from the participants' journeys are presented exploring each point of AC. Autoethnography presents stories of participants contributing evocative self-reflexive details, emotion, and strength to the framework. Autoethnography extends an authentic invitation to readers to recall and reflect on their own experiences as educators, creating space for the broader community of Christian educators, contributing to a larger narrative connecting with moments and thoughts of peers in familiar situations. Transforming Christian teachers' culture, through systematic participation and practice guided by the five points and through obedience, love, and boldness, has the potential to extend "church" beyond the notion of traditional Sunday worship. "Extended church" can then include and refer to how classrooms, schools, communities, and nations are impacted through one's relationship with God, our Lord Jesus, and the Holy Spirit. Living biblical principles and knowing who we are in Christ are identified as critical to understanding and applying God's character in our workplaces. Findings reinforce the importance of prayerfully committing our journey, students, and peers to our Lord. Prayer was identified as most important with memorization underutilized. [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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10