Instructional coaching as a predictor of collective efficacy

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dc.contributorColeman, Julianne M.
dc.contributorJenkins, Billy
dc.contributorSun, Jingping
dc.contributor.advisorTarter, Clemens John
dc.contributor.advisorMitchell, Roxanne M.
dc.contributor.authorSchneider, Britney
dc.contributor.otherUniversity of Alabama Tuscaloosa
dc.date.accessioned2018-07-11T16:49:35Z
dc.date.available2018-07-11T16:49:35Z
dc.date.issued2018
dc.descriptionElectronic Thesis or Dissertationen_US
dc.description.abstractThis study examined the relationship between the effectiveness of a school’s instructional coaching program and collective teacher efficacy. Instructional coaching is the concept of providing ongoing, on-site support for teachers on how to use best practice teaching methods and how to assess the effect these methods have on instruction (Knight, 2005; Showers, 1996). Collective efficacy is the belief or expectation of a group (Bandura, 1997; Ross, Gray, & Gray 2003; Goddard, Hoy, & Hoy 2000). Tschannen-Moran and Barr (2004) add that collective efficacy is the shared perception that teachers in a given school have in making an educational difference in their students over and above the educational influence of their homes and communities. This quantitative study involved a sample of 80 pre-kindergarten through sixth grade teachers within 59 Alabama public elementary schools. The measurement tools used in this study were the Instructional Coaching Evaluation Survey (Florida PS/RtI Project, 2013) and the Collective Efficacy Scale (Goddard & Hoy, 2003). The independent variable for this study was the perceived effectiveness of the instructional coaching program at a given school, while the dependent variable for this study was the school’s level of collective efficacy. A correlational analysis and a regression analysis were both conducted to determine the relationships among the variables. Findings from this study suggest a positive relationship between the perceived effectiveness of a school’s instructional coaching program and its collective efficacy. This study adds to the existing research regarding the influence of teacher learning, professional development, and efficacy.en_US
dc.format.extent92 p.
dc.format.mediumelectronic
dc.format.mimetypeapplication/pdf
dc.identifier.otheru0015_0000001_0002985
dc.identifier.otherSchneider_alatus_0004D_13473
dc.identifier.urihttp://ir.ua.edu/handle/123456789/3670
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.subjectEducational leadership
dc.titleInstructional coaching as a predictor of collective 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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