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Perceptions of Administrators, Teachers, and Coaches on Instructional Coaching: Implications for Instructional Practices
| Content Provider | Semantic Scholar |
|---|---|
| Author | Quattlebaum, Tosha Latrece |
| Copyright Year | 2017 |
| Abstract | Perceptions of Administrators, Teachers, and Coaches on Instructional Coaching: Implications for Instructional Practices by Tosha Latrece Quattlebaum MA, Lesley University, 2010 BA, University of South Carolina, 1994 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University May 2017 Abstract Instructional coaching is designed to positively impact instructional practices, yet not enough is known about whether administrators, teachers, and instructional coaches have similar perceptions about this approach. The purpose of the case study was to examine the perceptions of administrators, teachers, and instructional coaches concerning instructional coaching, the impact instructional coaches have on instructional practices,Instructional coaching is designed to positively impact instructional practices, yet not enough is known about whether administrators, teachers, and instructional coaches have similar perceptions about this approach. The purpose of the case study was to examine the perceptions of administrators, teachers, and instructional coaches concerning instructional coaching, the impact instructional coaches have on instructional practices, and barriers encountered by instructional coaches. Guided by Knowles’ theory of andragogy, the research questions were designed to explore the relationship between collective and individual actions of adult learners when acquiring information and learning new concepts. The case study involved a purposeful sample consisting of 3 instructional coaches, along with their administrators and teachers who work within the same school district. Qualitative data were collected using semi-structured interviews and a questionnaire. Qualitative analysis techniques involved categorizing the data to determine themes regarding the phenomenon of instructional coaching. Identified themes included the following: assistance, receptiveness, instructional benefits, and nonevaluative role. Professional development training sessions were developed to increase administrators’ awareness concerning the roles and barriers associated with instructional coaching. Implications for positive social change include increasing educators’ understandings of collaborative partnerships among administrators, teachers, and instructional coaches. Such understandings may result in the use of professional learning communities to establish or maintain shared goals for improving classroom instruction and increasing student achievement. Perceptions of Administrators, Teachers, and Coaches on Instructional Coaching: Implications for Instructional Practices by Tosha Latrece Quattlebaum MA, Lesley University, 2010 BA, University of South Carolina, 1994 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University May 2017 Dedication This study is dedicated to my daughter Tyrecia and my mother Patricia. Since Tyrecia entered this world, she has been the reason why I strive to accomplish my goals and dare to make my dreams reality. I am truly blessed to have her as my greatest motivator and constant cheerleader. My mother has always supported my academic endeavors and fostered in me a confidence that ultimately leads me to believe I can accomplish anything that I put my mind to achieving. Acknowledgments I would like to acknowledge several pertinent individuals. I would like to thank my chair, Dr. Katherine Norman, for her ceaseless support and encouragement, especially when I felt as if my doctoral journey was becoming hopeless and needed to end. I would like to thank my committee member, Dr. Joanna Karet, whose well-timed feedback allowed me to realize there was an emerging light at the end of my tunnel. I would like to thank Dr. Mary Ellen Batiuk for asking the questions that indicated clarity and alignment were still out of reach. I also would like to thank Dr. Scott Mertes for providing another perspective in ensuring my work promotes social change. You all were instrumental in me remaining focused and determined to complete this work. Last but not least, I would like to thank my family and friends. Both the Livingston and Quattlebaum clans for providing never-ending love, support, and encouragement that I certainly needed in order to believe in myself. Thanks Micki for the numerous venting sessions. Your constant support and advice allowed me to regroup and continue to write numerous times. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=4824&context=dissertations&httpsredir=1&referer= |
| Alternate Webpage(s) | https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=4824&context=dissertations |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
