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Teachers' perceptions of the effectiveness of instructional coaching

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dc.contributor.advisor Borba, John
dc.contributor.author Harper, Jamie
dc.contributor.other Jensen, Chet
dc.date.accessioned 2015-06-29T20:11:32Z
dc.date.available 2015-06-29T20:11:32Z
dc.date.created 2015 May en_US
dc.date.issued 2015-06-29
dc.identifier.other Master of Arts in Education en_US
dc.identifier.uri http://scholarworks.csustan.edu/handle/011235813/924
dc.description.abstract The purpose of this study was to determine the perceptions and opinions of classroom teachers regarding the effectiveness of instructional coaching. Following an instructional coaching program, teacher participants from a K-6 public school in Central California completed a survey that included questions that ranged from sharing resources and ideas to supporting teachers with understanding social and emotional factors of their students. Participants rated 12 items using a Likert-type scale. Data were analyzed using Chi Square Goodness of Fit and descriptive techniques. The results yielded differences in teachers’ perceptions of instructional coaching on 9 of the 12 survey questions. Further, the analysis indicated that instructional coaching was lacking or not a current district focus in regards to building higher thinking skills, creating orderly and safe classrooms, and preparing and organizing lessons. However, all responses provided statistically significant positive support of instructional coaching overall. en_US
dc.language.iso en_US en_US
dc.title Teachers' perceptions of the effectiveness of instructional coaching en_US
dc.type Thesis en_US

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