The Effects of Instructional Coaching on Teacher Efficacy and Student Achievement
In this study, the researcher investigated the effects of instructional coaching on teacher self-efficacy and student achievement. Fifty-nine third-grade teachers participated. Thirty-three teachers taught at schools with a full-time instructional coach. Twenty-six participants taught at schools with no instructional coach. Teachers took a comprehensive inventory, which included the Teachers' Sense of Efficacy Scale and the Collective Efficacy Scale. The researcher analyzed Criteria-Referenced Competency Test results from both types of schools from 2009-2013. The researcher analyzed data using the t -test, ANOVA, and Pearson Correlation. These tests revealed no significant overall difference between self-efficacy or collective efficacy within the two teacher groups. Specific differences were found within the domains of the TSES. Coaching schools experienced more growth on the CRCT over a four-year period, closing the achievement gap. The only significant positive correlation was between students who did not meet reading CRCT standards and the self-efficacy of their teachers.In this study, the researcher investigated the effects of instructional coaching on teacher self-efficacy and student achievement.
| Title | : | The Effects of Instructional Coaching on Teacher Efficacy and Student Achievement |
| Author | : | Christina Yolanda Lewis Freeman |
| Publisher | : | - 2014 |
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