Date of Award
8-16-2024
Document Type
Open Access Dissertation
Department
Educational Studies
First Advisor
James Kirylo
Abstract
The primary purpose of this action research study was to examine the impact of a school administrator–teacher coaching relationship on the professional practice of both the administrator and the teacher. Through a qualitative approach, the study followed the experiences of three coaching pairs (i.e., administrator/coach and teacher/coachee) as they engaged in a 6-week coaching cycle. Data were collected through interviews, weekly reflections, observations, and coaching logs. Results revealed teachers value professional learning opportunities that prioritize their individual needs as practitioners and give them access to educators who demonstrate expertise related to that need. The data also revealed, when serving in a coaching capacity, administrators must possess strong listening and questioning skills, and they must leverage relationship building and structure to overcome some of the barriers they face when serving as a coach. The coaching experience proved to have a positive impact on both the teachers and administrators, strengthening the professional practices of both groups of participants.
Rights
© 2024, Richelle Battles
Recommended Citation
Battles, R.(2024). The Intersection of Teachers’ Professional Learning Needs and Instructional Leadership: An Investigation of Administrator-Facilitated Coaching Cycles. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/7756