Date of Award

4-2025

Document Type

Thesis

Degree Name

Master of Education (MEd)

Department

Graduate Education

First Advisor

Patricia C. Kornelis

Abstract

There is an increasing need for professional development that meets the needs of teachers in today’s teaching environment. Many schools and districts are beginning to see instructional coaching as a way to provide embedded professional development for teachers that increases teacher engagement and learning outcomes for students. This study aims to understand the perceptions that teachers have of instructional coaching, framed around teacher descriptions of their perceptions of the interactions with a coach, their engagement with a coach, and the impact of instructional coaching on their instructional pedagogy. Results indicate that teachers have a positive perception of instructional coaching, and that through engaging in the process, teachers perceive that developing trust and building relationships, receiving strong communication and support alongside a personalized approach and the opportunity for teachers to build confidence in their craft impacts both student-centered growth and teachers’ commitment to continuous growth.

Comments

Action Research Report Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Education

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