The effect of instructional coaching on teachers' sense of self-efficacy

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dc.contributor Atkinson, Becky
dc.contributor Johnson, Bob
dc.contributor Sun, Jingping
dc.contributor Webb, Alan
dc.contributor.advisor Mitchell, Roxanne Rosato, Jennifer
dc.contributor.other University of Alabama Tuscaloosa 2020-03-12T18:06:28Z 2020-03-12T18:06:28Z 2019
dc.identifier.other u0015_0000001_0003523
dc.identifier.other Rosato_alatus_0004D_14046
dc.description Electronic Thesis or Dissertation en_US
dc.description.abstract The purpose of this mixed methods study was to determine if teachers’ sense of self-efficacy is influenced by instructional coaching. The Teachers’ Sense of Efficacy Scale survey was used to determine teachers’ sense self-efficacy. Demographic data was also collected which included years of experience, grade level taught, and coaching experience. One-on-one interviews further explored teachers’ perceptions of coaching. Quantitative data were analyzed using a paired t-test and ANOVAs. Qualitative data was analyzed using an inductive approach. Quantitative analysis demonstrated teachers’ sense of self-efficacy overall was not significantly influenced coaching. Qualitative analysis did show that particular coaching types were preferred over traditional models of professional development and had impacted teachers’ instructional practices, as well as student performance. en_US
dc.format.extent 104 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.ispartof The University of Alabama Libraries Digital Collections
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated. en_US
dc.subject Education
dc.subject Educational administration
dc.title The effect of instructional coaching on teachers' sense of self-efficacy en_US
dc.type thesis
dc.type text University of Alabama. Department of Educational Leadership, Policy, and Technology Studies Educational Leadership, Policy, and Technology Studies The University of Alabama doctoral Ed.D.

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