Date
7-4-2023
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Heather Strafaccia
Keywords
coaching, instructional coach, professional development, K-12 teachers, elementary school, middle school, high school, experiential learning, reflection, support, individualization, partnership, collaboration, hermeneutic phenomenology
Disciplines
Education
Recommended Citation
Crowe, Kelli Jean, "Instructional Coaching In Schools: A Qualitative Study Exploring Teacher Experiences" (2023). Doctoral Dissertations and Projects. 4573.
https://digitalcommons.liberty.edu/doctoral/4573
Abstract
The purpose of this hermeneutic phenomenological study is to describe the experiences of K-12 teachers who have participated in instructional coaching in the Applewood school district. The theory guiding this study is Kolb’s theory on experiential learning connecting it to coaching as a foundational element when adult learners are focused on improving craft and instructional prowess for the benefit of students. This hermeneutic phenomenological study used a qualitative research design to answer the following research questions: CRQ) What are the experiences of K-12 teachers who have participated in coaching in the Applewood school district? SQ1) How do coached teachers describe the experience of coaching? SQ2) How do coached teachers describe the process of reflection? SQ3) How do coached teachers describe the development of new ideas? SQ4) How do coached teachers describe the planning of new experiences? A combination of K-12 teachers from Title 1 and non-Title 1 schools in the Applewood school district were identified to participate in this study based on the experience of working with an instructional coach at the school. Individual interviews, a focus group, and physical artifact evaluation were used to collect data. The data collected was analyzed using the hermeneutic process. In synthesizing data, overarching themes were identified, including individualization and choice in coaching, a support system for teachers, teacher and coach partnerships, a fresh perspective, frustration leads to learning, reflection leads to insight, supporting students, and the positive experience of collaboration.
