Murray State Theses and Dissertations

Abstract

This quantitative study investigates teachers’ perceptions of instructional coaches, including math coaches, reading coaches, and instructional partners. It examines how these perceptions influence teachers’ professional growth and instructional practices within a suburban school district in Alabama. Grounded in Adult Learning Theory, Social Learning Theory, and Reflective Practice, the research seeks to understand the role and effectiveness of instructional coaching in enhancing teaching quality and student outcomes across the P-20 educational framework. The study employs a survey methodology, collecting data from 55 teachers across various schools, grade levels, and subject areas to analyze their experiences and the impact of coaching on their pedagogical practices. Key findings indicate that positive perceptions of instructional coaches significantly correlate with the adoption of new instructional strategies, highlighting the critical role of personalized and sustained support in professional development. The study also reveals that teachers’ perceptions of coaching effectiveness vary based on the grade level they teach, emphasizing the importance of tailoring coaching methods to fit the specific needs of different teaching contexts. These insights contribute to the discussion on improving education, offering practical suggestions for enhancing instructional coaching programs to better support teachers and improve student learning outcomes.

Year manuscript completed

2024

Year degree awarded

2024

Author's Keywords

Instructional Coaching, Teacher Perception, Professional Development, Coaching Effectiveness

Dissertation Committee Chair

Teresa Clark

Committee Chair

Landon Clark

Committee Member

Lisa Clayton

Document Type

Dissertation

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