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dc.contributor.authorLubbers, Susanne L.
dc.date.accessioned2019-08-09T14:21:54Z
dc.date.available2019-08-09T14:21:54Z
dc.date.issued2017
dc.identifier.urihttps://escholarshare.drake.edu/handle/2092/2178
dc.description102 leavesen_US
dc.description.abstractAs the roles of instructional coaches are expanding in school districts, little research exists about how instructional coaches are initially trained for their positions. Much of the research base of teachers coach peers shows it is a strong method of helping teachers improve their classroom effectiveness, but little is known about an instructional coach’s learning overall, specifically their satisfaction with their initial training and their continued professional development. Using Vygotsky Space as a framework, the purpose of this study was to determine to if instructional coaches are satisfied with both their initial training as they move from classroom teachers to teacher leaders and their continued professional development after they assume their roles. This study used a quantitative approach and survey research methodology. Participants were instructional coaches in their first, second, and third years in school districts. Four research questions guided this research into the satisfaction of instructional coaches. Results from independent samples t-tests, correlations, and a multiple regression found that instructional coaches who have more years of classroom teaching experience and perceive support from building and district level administration identified perceived benefits of initial training and continued professional development. Implications for instructional coaches and administration are discussed, as well as topics for future research.en_US
dc.language.isoen_USen_US
dc.publisherDrake Universityen_US
dc.relation.ispartofseriesDrake University, School of Education;2017
dc.titleA Statewide Examination of the Training Satisfaction of Instructional Coachesen_US
dc.typeThesisen_US


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