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

dc.contributorAtkinson, Becky
dc.contributorJohnson, Bob
dc.contributorSun, Jingping
dc.contributorWebb, Alan
dc.contributor.advisorMitchell, Roxanne
dc.contributor.authorRosato, Jennifer
dc.contributor.otherUniversity of Alabama Tuscaloosa
dc.date.accessioned2020-03-12T18:06:28Z
dc.date.available2020-03-12T18:06:28Z
dc.date.issued2019
dc.descriptionElectronic Thesis or Dissertationen_US
dc.description.abstractThe 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.extent104 p.
dc.format.mediumelectronic
dc.format.mimetypeapplication/pdf
dc.identifier.otheru0015_0000001_0003523
dc.identifier.otherRosato_alatus_0004D_14046
dc.identifier.urihttp://ir.ua.edu/handle/123456789/6665
dc.languageEnglish
dc.language.isoen_US
dc.publisherUniversity of Alabama Libraries
dc.relation.hasversionborn digital
dc.relation.ispartofThe University of Alabama Electronic Theses and Dissertations
dc.relation.ispartofThe University of Alabama Libraries Digital Collections
dc.rightsAll rights reserved by the author unless otherwise indicated.en_US
dc.subjectEducation
dc.subjectEducational administration
dc.titleThe effect of instructional coaching on teachers' sense of self-efficacyen_US
dc.typethesis
dc.typetext
etdms.degree.departmentUniversity of Alabama. Department of Educational Leadership, Policy, and Technology Studies
etdms.degree.disciplineEducational Leadership, Policy, and Technology Studies
etdms.degree.grantorThe University of Alabama
etdms.degree.leveldoctoral
etdms.degree.nameEd.D.
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