<p> This qualitative study explored the lived experiences of elementary school teachers who were engaged in teacher-coach partnerships to discover the influence of instructional coaching on the teaching practices of elementary school teachers. Data were collected through interviews, classroom observations, and a compilation of documents and artifacts. The findings are discussed through the three main themes that emerged from the analysis of qualitative data and interpretation. The three main themes that described how instructional coaching influences the teaching practices of elementary school teachers were: (a) relationship building, (b) self-reflection and goal setting, and (c) coaching perceived as evaluative rather than individualized professional learning. </p><p> Overall, the factor acknowledged by all participants as being the most influential in making instructional changes to their teaching practices was the importance of building relationships with an instructional coach. This study adds to the body of literature regarding instructional coaching and the influence instructional coaching has on teaching practices.</p><p>
| Identifer | oai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:10829144 |
| Date | 18 April 2019 |
| Creators | Frazier, Monique Delana |
| Publisher | Piedmont College |
| Source Sets | ProQuest.com |
| Language | English |
| Detected Language | English |
| Type | thesis |
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