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.
|Date||01 January 2017|
|Creators||Quattlebaum, Tosha Latrece|
|Source Sets||Walden University|
|Source||Walden Dissertations and Doctoral Studies|
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