Instructional coaching is designed to positively impact instructional practices, yet not enough is known about whether administrators, teachers, and instructional coaches have similar perceptions about this approach. The purpose of the case study was to examine the perceptions of administrators, teachers, and instructional coaches concerning instructional coaching, the impact instructional coaches have on instructional practices, and barriers encountered by instructional coaches. Guided by Knowles' theory of andragogy, the research questions were designed to explore the relationship between collective and individual actions of adult learners when acquiring information and learning new concepts. The case study involved a purposeful sample consisting of 3 instructional coaches, along with their administrators and teachers who work within the same school district. Qualitative data were collected using semi-structured interviews and a questionnaire. Qualitative analysis techniques involved categorizing the data to determine themes regarding the phenomenon of instructional coaching. Identified themes included the following: assistance, receptiveness, instructional benefits, and non-evaluative role. Professional development training sessions were developed to increase administrators' awareness concerning the roles and barriers associated with instructional coaching. Implications for positive social change include increasing educators' understandings of collaborative partnerships among administrators, teachers, and instructional coaches. Such understandings may result in the use of professional learning communities to establish or maintain shared goals for improving classroom instruction and increasing student achievement.

As instructional coaches are being implemented across the country, their purpose is reviewed, as well as which types of instructional coaching tend to have the most impact on teachers' instructional growth. In this study, I explored instructional coaching and coaches' perceived effectiveness as they work with teachers. A look at the effect of non-evaluative feedback with an instructional coach, and how that helps sustain teachers' pedagogical practice, is taken into consideration as coaches' work towards developing teacher efficacy. I examined instructional coaching through the conceptual framework of professional development and change. This qualitative study included a focus group, personal narratives, and individual interviews to analyze the components of successful instructional coaching models, and how well instructional coaches feel supported as they work with teachers. Findings demonstrated that instructional coaches perceive their work with teachers to be effective and provided information on the practices and conditions that surround their work. The information gained from the study provides a resource for district leaders to evaluate a current coaching model program, or implement a new coaching model program, within their district.