Ed.D. Dissertations

Date of Award

Spring 3-31-2020

Document Type

Open Access Dissertation

College

College of Education

Department

Education

Degree Name

Doctorate of Education, Ed.D.

Faculty Chair

Christopher Maddox, Ph.D.

Content Specialist

Karen Ellefsen, Ph.D.

Content Reader

LaToya Thomas-Dixon, Ed.D.

Keywords

experienced teacher, instructional coaching, pedagogical strategies

Abstract

A leading influence on teachers’ pedagogical strategies is the ongoing professional support provided by an instructional coaching program. However, due to competing needs, not all teachers receive the same amount of instructional coaching attention. More is known about the influence that instructional coaching programs have on new teachers and less about the benefits received by experienced teachers. The purpose of this study was to explore how experienced high school teachers perceive the effects of an instructional coaching program on their pedagogical strategies. Research questions also addressed how an instructional coaching program effected other areas of teacher performance and how teachers perceive the implementation of the program at their site. A hermeneutic phenomenological approach was used so that 10 participants could share their unique story with an instructional coaching program. Lewin’s theory on change management, Knowles’s ideas on adult learning, and Bandura’s self-efficacy model helped guide this study. From classroom observations, questionnaires, and interview responses, four major themes emerged: alternative coaching supports, improvement, leadership, and prioritization of duties. Results of this study revealed that all teachers positively perceive the concept of instructional coaching and most perceive that program implementation was working at their site, primarily for new teachers. However, results also showed that only a few experienced high school teachers perceive the coaching program to influence their pedagogical strategies. Findings from this study indicate that experienced teachers value coaching conversations to improve the quality of their pedagogical strategies.

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