Benefits of Instructional Coaching for Teacher Efficacy: A Mixed Methods Study with PreK-6 Teachers in California

Autor/inn/en	Walsh, Nichole R.; Ginger, Kristen; Akhavan, Nancy
Titel	Benefits of Instructional Coaching for Teacher Efficacy: A Mixed Methods Study with PreK-6 Teachers in California
Quelle	In: Issues in Educational Research, 30 (2020) 3, S.1143-1161 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1837-6290
Schlagwörter	Coaching (Performance); Teacher Effectiveness; Classroom Techniques; Beginning Teachers; Learner Engagement; Faculty Development; School Districts; Trust (Psychology); Teacher Collaboration; Experienced Teachers; Elementary School Teachers; Teacher Attitudes; Instructional Effectiveness; Measures (Individuals); California + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Klassenführung; Junior teacher; Junglehrer; School district; Schulbezirk; Lehrerkooperation; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Messdaten; Kalifornien
Abstract	This mixed-methods, survey research explores the impact of instructional coaching in a mid-sized California school district on teacher efficacy, as assessed in part by Tschannen-Moran and Woolfolk Hoy's (2001) "Teachers' Sense of Efficacy Scale." Literature highlights instructional coaching activities, roles, and supports that can positively impact teachers. Research also identifies instructional coaches have the greatest impact when developing collaborative, trusting teacher relationships. Significant findings between perceived use of instructional coaching and teacher efficacy in classroom management, student engagement, and instruction are indicated. The paper includes implications for intentional use of instructional coaching with novice teachers to increase efficacy and how differentiation of instructional coaching with veteran teachers might increase value of the coaching process for this subgroup. (As Provided).
Anmerkungen	Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.waier.org.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01