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The effects of coaching on teacher efficacy, individual academic optimism and student achievement
| Content Provider | Semantic Scholar |
|---|---|
| Author | Akhavan, Nancy L. |
| Copyright Year | 2011 |
| Abstract | The intent of this study is to present an argument for coaching as an effective professional development venue for teachers in elementary school settings. Adult learning suggests that coaching, where a teacher and coach work together through a cycle of planning, modeling and conferencing, is an effective method to increase teacher ability. Teachers who exhibit effective teaching methods often display high teacher efficacy and academic optimism. A mixed methods design was used to examine the construct of academic optimism which consists of three variables, teacher efficacy, trust in adults and students, and academic emphasis. A survey was given to teachers in four regions of the United States for the quantitative portion of the study. Focus group interviews and observations were also conducted to represent the regions of the U.S. Data mining was completed from public websites for district Annual Yearly Progress reports per No Child Left Behind mandates to determine changes in student achievement. Thus, teachers who receive coaching do have impact on positive change on student achievement. Professional development through coaching is significantly related to teacher efficacy, student achievement and teachers’ belief that coaching increases their ability to impact student achievement. The types and levels of coaching also have a significant impact. The results of the qualitative analysis |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | http://edf6902peercoaching.weebly.com/uploads/1/3/2/2/13227178/coaching_on_teacher_efficacy.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
