An Examination of the Perceived Obstacles That Impede Instructional Coaches' Roles in Schools

Autor/in	Barr, Cyndi
Titel	An Examination of the Perceived Obstacles That Impede Instructional Coaches' Roles in Schools
Quelle	(2023), (207 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Trevecca Nazarene University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3796-1902-2
Schlagwörter	Hochschulschrift; Dissertation; Teacher Attitudes; Barriers; Coaching (Performance); Teacher Effectiveness; Interpersonal Relationship; Gender Differences; Teaching Experience; Instructional Program Divisions; Self Efficacy; Faculty Development + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Geschlechterkonflikt; Self-efficacy; Selbstwirksamkeit
Abstract	This mixed-methods study examined educators' perceptions of obstacles that prevent instructional coaches from increasing teacher efficacy and developing relationships with teachers. Data were gathered from instructional coaches in a focus group, interviews with administrators, and teachers using a survey. Transcripts from the focus group and interview were analyzed using the reading, describing, and classifying model. The variables of teachers' gender, years of teaching experience, and the grade level taught were analyzed using one-way analyses of variance. Statistically significant differences were identified from the analysis of the variables of gender and years of experience. Compared to female teachers, male teachers reported that from working with coaches, they were more confident in their teaching, had increased self-efficacy, and were treated respectfully. Teachers who had taught for less than 5 years, compared to more experienced teachers, reported that they were more confident in their teaching and better able to plan lessons, and their teaching was better organized because of coaching. The grade level groups did not show any statistically significant differences. The coaches' focus group findings revealed that they were assigned additional responsibilities creating time constraints. This time limitation prevented them from working more directly with teachers. The lack of defined roles for coaches created obstacles in developing relationships and trust with teachers and administrators. This finding was confirmed by the results of the administrators' interviews and the coaches' focus group. The administrators unanimously agreed in their interviews that their schools could run only with an instructional coach. [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	2024/1/01