A Phenomenological View of Teacher Efficacy as Experienced By Secondary Teachers Engaged in the Process of Instructional Coaching
School of Education
Doctor of Education (EdD)
Sarah J Pannone
directive coaching, instructional coaching, literacy coaching, responsive coaching, student achievement, teacher efficacy
Education | Educational Administration and Supervision
Snipes, Shaftina Fiesta, "A Phenomenological View of Teacher Efficacy as Experienced By Secondary Teachers Engaged in the Process of Instructional Coaching" (2017). Doctoral Dissertations and Projects. 1546.
The purpose of this hermeneutic phenomenological was to describe teacher efficacy in the lived experiences of secondary teachers actively engaged in the instructional coaching process. The theoretical framework guiding this study was Albert Bandura’s (1992) social cognitive theory as it expounds upon the role efficacy plays in human agency as it encompasses teacher’s individual beliefs and past experiences, as well as, the extrinsic motivations. Teacher efficacy, the confidence a teacher holds regarding their abilities to enact student learning, can be influenced by interactions with instructional coaches. Criterion-based sampling was used to select instructional coaches (n=2) and teachers (n=10) to participate in the study. Data collection tools utilized included interviews, teacher/coach observations, and participant journals that assessed teacher lived experiences. Data analysis was conducted by transcribing data and inputting information into NVivo 10, a computerized data analysis tool, for coding, clustering, and creating a visual representation of data. Three themes emerged during the data collection process: Teacher Perceptions of Instructional Coaching, Roads to Student Success, and Efficacy Misconceptions. The results of the study will provide local education agencies with supplementary information regarding implementation of teacher support initiatives such as instructional coaching, lateral entry, and teacher education programs.