Date
9-19-2024
Department
School of Education
Degree
Doctor of Education in Curriculum & Instruction (EdD)
Chair
Sharon Michael-Chadwell
Keywords
instructional coaching, large-scale coaching, adult learning, professional development
Disciplines
Education | Educational Leadership
Recommended Citation
Skura, Kristen A., "Bringing Effective Coaching to Scale: Experiences of Instructional Coaches in a Large-Scale Coaching Program: A Phenomenological Study" (2024). Doctoral Dissertations and Projects. 6008.
https://digitalcommons.liberty.edu/doctoral/6008
Abstract
This phenomenological study aimed to understand the barriers that might exist for full-time instructional coaches in an established, large-scale coaching program in a large public school district on the East Coast of the U.S. The theories that guided this study were Knowles’ adult learning theory and the partnership philosophy put forth by Knight as a theoretical foundation for quality instructional coaching. The partnership philosophy is built on the ideas of adult learning theory. Knight suggests seven principles of effective instructional coaching, though this study was focused on only four: equality, reflection, praxis, and reciprocity. The methods of this study included deep data collection through personal interviews, journal writing, and a focus group. All data was analyzed using a modification of the Stevick-Colaizzi-Keen method of phenomenological analysis provided by Moustakas in which a textural description of participants’ voices and a structural description of the participants’ experiences are integrated into a composite description of the large-scale-coaching phenomenon. This triangulation of data collection methods provided a saturation of themes so an accurate description of coaching in a large-scale program could be developed. The results of the study included common themes that emerged throughout the data analysis: The coaching process is varied, reflection is vital, coaching relationships take effort to establish, there are differing perceptions of the coach’s role, there is an agreed-upon purpose for coaching, and there are many benefits of coaching. These themes led to a discussion of the various tensions faced by coaches in a large-scale program. The implications and limitations of the study were discussed, and recommendations for future research were made.
