A Phenomenological View of Teacher Efficacy as Experienced by Secondary Teachers Engaged in the Process of Instructional Coaching

Autor/in	Snipes, Shaftina Fiesta
Titel	A Phenomenological View of Teacher Efficacy as Experienced by Secondary Teachers Engaged in the Process of Instructional Coaching
Quelle	(2017), (230 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Liberty University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3554-6461-0
Schlagwörter	Hochschulschrift; Dissertation; Phenomenology; Hermeneutics; Teacher Effectiveness; Self Efficacy; Secondary School Teachers; Coaching (Performance); Interviews; Observation; Journal Writing; Data Analysis; Coding; Teacher Attitudes; Academic Achievement; Misconceptions; Teacher Education + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Phenomenological psychology; Phänomenologie; Psychologie; Hermeneutik; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Self-efficacy; Selbstwirksamkeit; Interviewing; Interviewtechnik; Beobachtung; Zeitschriftenaufsatz; Auswertung; Codierung; Programmierung; Lehrerverhalten; Schulleistung; Missverständnis; Lehrerausbildung; Lehrerbildung
Abstract	The purpose of this hermeneutic phenomenological was to describe teacher efficacy in the lived experiences of secondary teachers actively engaged in the instructional coaching process. The theoretical framework guiding this study was Albert Bandura's (1992) social cognitive theory as it expounds upon the role efficacy plays in human agency as it encompasses teacher's individual beliefs and past experiences, as well as, the extrinsic motivations. Teacher efficacy, the confidence a teacher holds regarding their abilities to enact student learning, can be influenced by interactions with instructional coaches. Criterion-based sampling was used to select instructional coaches (n = 2) and teachers (n = 10) to participate in the study. Data collection tools utilized included interviews, teacher/coach observations, and participant journals that assessed teacher lived experiences. Data analysis was conducted by transcribing data and inputting information into NVivo 10, a computerized data analysis tool, for coding, clustering, and creating a visual representation of data. Three themes emerged during the data collection process: Teacher Perceptions of Instructional Coaching, Roads to Student Success, and Efficacy Misconceptions. The results of the study will provide local education agencies with supplementary information regarding implementation of teacher support initiatives such as instructional coaching, lateral entry, and teacher education programs. [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	2020/1/01