The influence of instructional coaching on teacher efficacy: a program evaluation dissertation

Mihelbergel, Adam William

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https://hdl.handle.net/2142/124477 Copy

Description

Title

The influence of instructional coaching on teacher efficacy: a program evaluation dissertation

Author(s)

Mihelbergel, Adam William

Issue Date

2023-12-14

Director of Research (if dissertation) or Advisor (if thesis)

Herrmann, Mary B

Doctoral Committee Chair(s)

Herrmann, Mary B

Committee Member(s)

• Möller , Karla
• Roegman , Rachel
• Bruno , Paul

Department of Study

Educ Policy, Orgzn & Leadrshp

Discipline

Educ Policy, Orgzn & Leadrshp

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ed.D.

Degree Level

Dissertation

Keyword(s)

• Instructional Coaching
• Teacher Efficacy
• Collaboration
• Culture And Climate

Language

eng

Abstract

Instructional coaching has become widely popular throughout the American educational system for its capability to serve varying school district needs including ongoing professional learning for teachers, new teacher induction programs, and supporting teachers in the implementation of new state standards and initiatives (Desimone & Pak, 2017). Teacher self-efficacy has also gained popularity in recent years because of its application to teacher effectiveness, improved instructional practices, and increased student achievement (Barni et al., 2019). The purpose of this dissertation research study was to conduct a program evaluation of a single district’s volunteer instructional coaching program and to determine what, if any, influence it is having on educator perceptions of self-efficacy, supporting instructional practices, and promoting a positive school climate and culture. The following study will provide context for Rayburn School District #555, its instructional coaching program, and the rationale for conducting this program evaluation. Additionally, included is a comprehensive review of the relevant literature on instructional coaching, self and collective efficacy, professional learning, and supportive school cultures. Moreover, an overview of program evaluation, continuous improvement and the logic model and theory of change driving this study will be presented. Bandura’s (1986) social cognitive theory will also be discussed in relationship to the findings of this research study. Finally, the methodology, research design, logic model, and theory of change used for this study will be described in specific detail.

Graduation Semester

2024-05

Type of Resource

Text

Handle URL

https://hdl.handle.net/2142/124477

Copyright and License Information

Copyright 2024 Adam Mihelbergel

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