A Statewide Examination of the Training Satisfaction of Instructional Coaches
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Authors
Lubbers, Susanne L.
Issue Date
2017
Type
Thesis
Language
en_US
Keywords
Alternative Title
Abstract
As 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.
Description
102 leaves
Citation
Publisher
Drake University