This dissertation examined the correlation between teacher grit, teacher mindset, and teachers’ perceptions regarding the coaching and feedback process. More and more school districts are hiring literacy coaches to provide teachers with ongoing professional development in literacy instruction. In the educational profession, there is a continual need to learn and grow. As curriculum, administration, and state standards change, teachers must be adaptive, flexible, and persevering in order to meet these demands. When districts increase professional development through the coaching process, teachers will respond to both the process and feedback in varying ways. The way a teacher perceives the coaching experience will impact the results of the process. Teachers with different mindsets and grit levels will have different perceptions of professional development. This was a mixed method case study. During this mixed method correlational research design, mindset, grit and perceptions about coaching were measured at the same time. The survey had four distinct sections in which information about each of the following were gathered: 1. Mindset 2. Grit 3. Perceptions of coaching and feedback. 4. Demographics The study also included an interview with the literacy coaches The setting for conducting this study was a suburban district in the metropolitan area that serves approximately 7,100 students.
The survey participants in this study included all elementary classroom teachers kindergarten through fifth grade in this school district. A total of 43 teachers participated in this study. In addition, three literacy coaches and one literacy supervisor were interviewed. This study supports districts in evaluating current methods of coaching and how teachers are impacted, and it addresses possibilities for change. This study is significant because the findings will enable districts to make decisions that will ultimately impact student achievement. These decisions involve identifying gritty teacher candidates with a growth mindset, recognizing qualities of effective teaching, and determining the most effective forms of staff development to reach all teachers. The information from this research is useful to districts, principals, coaches, and others involved in hiring decisions, ensuring high student achievement, or evaluating teacher effectiveness.
|Commitee:||Annunziato, Anthony, Bernato, Richard, Blanchard, Weedens|
|School:||St. John's University (New York)|
|Department:||Educational Administration and Supervision|
|School Location:||United States -- New York|
|Source:||DAI-A 81/1(E), Dissertation Abstracts International|
|Subjects:||Educational administration, Educational leadership|
|Keywords:||Coaching models, Evocative Coaching, Grit, Growth Mindset, Literacy Coaches, Perception|
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