Dissertation/Thesis Abstract

Perceived Self-efficacy of Teachers Who Receive Discipline-specific Instruction in Writing Through One-to-One Instructional Coaching - A Case Study
by Hall, Michelle D., Ed.D., Point Park University, 2016, 216; 10254215
Abstract (Summary)

The qualitative case study examines the impact of instructional coaching as it relates to teacher self-efficacy in their writing instruction. Since limited data exists on the writing practices of teachers, the study will examine the self-efficacy of teachers in grades 3-8. The primary research question for the research study is: What is the Perceived Self-efficacy of Teachers Who Receive Discipline-specific Instruction in Writing through One-on-One Instructional Coaching? From a constructivist view, the researcher examined one school district’s journey with instructional coaching. The researcher compared the difference in self-efficacy of those teachers who were coached in a one-on-one format versus those who received more traditional means of professional learning. Data collection included teacher interviews, document reviews, and observations. Five themes emerged from both groups. Themes included collaboration and communication, educator accountability, unified focus, relevance to the classroom, and trusting relationships. These themes were related to theories of adult learning, change, and critical reflections. Connections were made between findings and research-based best practices in self-efficacy, instructional coaching, and professional learning. No significant difference was found between the two groups in regards to the five themes. However, there was a significant difference in the amount of detail shared and the specificity of the examples given. Those coached in a one-on-one format shared more explicit critical reflections and rated themselves with higher self-efficacy on the Teaching Writing Self-Efficacy Scale. The implications include those for future professional learning in school districts with instructional coaching support.

Indexing (document details)
Advisor: Sobehart, Helen C.
Commitee: Hagle, Holly, Webb, Danny R.
School: Point Park University
Department: Leadership and Administration
School Location: United States -- Pennsylvania
Source: DAI-A 78/07(E), Dissertation Abstracts International
Subjects: Educational leadership, Education
Keywords: Coaching, Instruction, Instructional coaching, One-to-one coaching, Self-efficacy, Writing
Publication Number: 10254215
ISBN: 978-1-369-49843-1
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