School of Education


Doctor of Philosophy in Education (PhD)


Kevin Struble


teacher self-efficacy, self-efficacy, educational leadership, instructional leadership practices, instructional coaches




Teaching is one of the most important components of student achievement. To be influential in the classroom, teachers need to have strong self-efficacy, which refers to their belief that they can plan and make good judgments on best practices. Instructional leaders in a building can aid teachers and promote teacher self-efficacy by supplying resources and instructional support, while also casting vision and setting goals. However, due to the demands and time restrictions placed on administrators in schools, instructional coaches can support the instructional climate by supporting teachers and providing necessary guidance and tools to promote teacher self-efficacy. The purpose of this causal-comparative study was to determine if instructional coach self-efficacy significantly impacted teacher self-efficacy in a suburban district in a southern state. The Teachers’ Sense of Efficacy Scale (TSES) was distributed to all content-area teachers, kindergarten through twelfth grade, in a suburban district in a southern state through email; additionally, all instructional coaches in the district were invited to complete The Instructional Coaching Skills Instrument (ICSI). The sample included 100 content area teachers and 30 instructional coaches. The one-way analysis of variance (ANOVA) was used to determine if significant differences existed between the groups of the independent variable on the dependent variable. Results were not statistically significant; however, scores on TSES were consistently above average.

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