Date of Award
Open Access Dissertation
Instructional coaching has become a widely used method that focuses on improving teacher effectiveness and enhancing professional growth that might help teachers focus on individual needs, growth in teaching and learning, and sharing best practices with others. Instructional coaches have the potential to bridge that gap. The mixed methods study was conducted to describe the instructional coaching process among grades 2 through 5 teachers. The qualitative differences were similarities between the literacy coach’s and the mathematics coach’s procedures and processes in goal setting, observations, meetings, conferences, and feedback. For grades 2 and 3, the non-coaching group had lower pre-reading scores compared to the coaching group. Coaching was not a significant factor in post-reading scores, and there was no statistical difference in reading achievement when comparing the instructional coaching group and the non-instructional coaching group. A marginally significant difference was observed when comparing the score change between the study groups. Greater achievement occurred among the noncoaching group than in the instructional coaching group. For grades 4 and 5, the noncoaching group had higher pre-reading scores compared to the coaching group. No statistical difference was found in reading achievement when comparing the instructional coaching and non-instructional coaching groups. A statistically significant difference occurred when comparing the score change between the study groups. Greater achievement was found among the non-coaching group than the instructional coaching group. Future research could show that through extensive mentoring research and sociocultural factors, sufficient depth in discussing coaching functions and outcomes from the individual difference perspective could fill the gap in instructional coaching differences. The social change implication is that the teachers at GES Elementary School could change teaching practices and utilize instructional coaching more frequently to enhance students' reading/English language arts and mathematics.
Rowe, F. L.(2022). A Descriptive Analysis of an Instructional Coaching Process and Its Impact on Student Reading Learning Outcomes. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/6917