The influence of instructional coaching on teacher efficacy: a program evaluation dissertation
Mihelbergel, Adam William
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Permalink
https://hdl.handle.net/2142/124477
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
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.
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