رسالة جامعية
Teachers' Use of an Instructional Coach and Teachers' Perceived Sense of Self-Efficacy: A Correlational Study
| العنوان: | Teachers' Use of an Instructional Coach and Teachers' Perceived Sense of Self-Efficacy: A Correlational Study |
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| اللغة: | English |
| المؤلفون: | Pearson, Sarah |
| المصدر: | ProQuest LLC. 2016Ed.D. Dissertation, Grand Canyon University. |
| الإتاحة: | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtmlTest |
| تمت مراجعته من قبل الزملاء: | N |
| Page Count: | 237 |
| تاريخ النشر: | 2016 |
| نوع الوثيقة: | Dissertations/Theses - Doctoral Dissertations |
| Education Level: | Elementary Education Secondary Education |
| الواصفات: | Coaching (Performance), Teacher Attitudes, Self Efficacy, Correlation, School Districts, Questionnaires, Learner Engagement, Elementary School Teachers, Secondary School Teachers, Regression (Statistics) |
| مصطلحات جغرافية: | Arizona |
| ردمك: | 978-1-339-92046-7 |
| مستخلص: | Instructional coaching is an increasingly recognized form of professional development for maintaining teachers' skills. However, little attention has been paid to whether use of a coach is related to teacher self-efficacy, as theorized by Bandura and Tschannen-Moran and McMaster. This study sought to determine if there was a relationship between teachers' self-reported use of an instructional coach (overall and to help plan instructional strategies, increase student engagement, manage classroom, model, and implement strategy) and their self-efficacy (overall and efficacy in student engagement, instructional practices, and classroom management) after controlling for grade level of instruction, teachers' years of experience, and school's percentage of students receiving free and reduced price lunch. Elementary and secondary school teachers (N = 418) in an Arizona school district responded to an online questionnaire including the Teachers' Sense of Efficacy Scale and measures of their use of instructional coaching. Hierarchical regression analyses showed that coaching to model and to implement strategies were statistically significant positive predictors of teachers' overall self-efficacy (beta values: 0.103 and 0.115, respectively, p < 0.05), and coaching to plan instructional strategies, to model, and to implement strategies were statistically significant positive predictors of teachers' self-perceived efficacy in student engagement (beta values: 0.115, 0.126, and 0.129, respectively, p < 0.05), after controlling for teachers' grade level of instruction, years of experience, and percentage of students receiving free and reduced price lunch. Instructional coaching may improve teachers' self-efficacy through customized coaching for particular needs of the teacher and students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtmlTest.] |
| Abstractor: | As Provided |
| Entry Date: | 2016 |
| الوصول الحر: | http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10133466Test |
| رقم الانضمام: | ED570715 |
| قاعدة البيانات: | ERIC |
| ردمك: | 978-1-339-92046-7 |
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