Exploring Math Teachers' Perceptions of Instructional Coaching: A Mixed-Method Study

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Abstract

Several factors have contributed to improving teachers’ instructional practices. Instructional coaching (IC) is one such factor which increases teachers’ growth by helping them see their strengths and weakness. This mixed methods research study was conducted to measure instructional practices of teachers and their perceptions on instructional coaching performance. The participants of the study were 22 6th through 12th-grade level math teachers and 6 instructional coaches from six urban school districts located in the southwestern U.S. The quantitative data were analyzed by employing a repeated measures ANOVA. The qualitative data looked at the teacher perspectives of the instructional coaching.

Authors

• Serife Turan, Texas Tech University

• Marcelo R. Schmidt, Texas Tech University

• Irma Laura Almager, Texas Tech University