Murray State Theses and Dissertations

Abstract

This study aimed to examine the various aspects of instructional coaching in educational environments and offer a thorough understanding of the impact on teacher growth in a small, rural school district with 90 certified teachers and four district instructional coaches. The study used a quantitative approach that utilizes pre-post assessments to gauge the influence of instructional coaching on many aspects of teacher development, such as high-impact instructional practices, classroom management, and overall pedagogical effectiveness. Statistical studies will identify any significant changes over time and investigate potential links between coaching variables and teacher outcomes. This research aims to comprehensively understand how instructional coaching may improve teaching practices and promote a culture of ongoing professional development by combining qualitative and quantitative research methods. The findings could have significant implications for enhancing instructional coaching programs, thereby directly impacting the quality of teaching and learning in schools. Conclusions may provide vital insights for educational practitioners, administrators, and policymakers dedicated to increasing school teaching and learning quality.

Year manuscript completed

2024

Year degree awarded

2024

Author's Keywords

Instructional Coaching, teacher performance, high-impact instructional practices, professional learning communities (PLC), coaching cycles.

Degree Awarded

Doctor of Education

Department

Educational Studies, Leadership and Counseling

College/School

College of Education & Human Services

Dissertation Committee Chair

Dr. Teresa Clark

Committee Member

Dr. Brian Bourke

Committee Member

Dr. Lewis Willian

Document Type

Dissertation

Download

Share

COinS