Exploring Principal Interns' Perceptions of the Impact of Instructional Coaching on Teacher Self-Efficacy

• In Event: 75.042 - MTCC Roundtable Session 34
  In Roundtable Session: 75.042-6 - Teacher Self-Efficacy and Professional Development Needs

Abstract

This study explored principal interns’ (PIs’) perceptions of the impact of instructional coaching (IC) on teacher self-efficacy. The participants were two PIs recruited from the 15-month, job-embedded, principal preparation program at a large public state university in the Southwestern, United States. Qualitative data were collected via three sources: interviews, documents, and audio-visual materials. The findings indicated that IC exerts a strong influence on teacher self-efficacy, and that observation and having teachers reflect on their own teaching practices (indirective feedback) are perceived as the most powerful in nurturing teacher self-efficacy, whilst modelling and directive feedback the least. The implications for practitioners and policy makers were also made at the end of the study.
Keywords: principal interns, instructional coaching, teacher self-efficacy

Authors

• Irma Laura Almager, Texas Tech University

• Fernando Valle, Texas Tech University

• Chau Hong Phuoc Nguyen, Texas Tech University

• Mehmet Akif Cihan, Texas Tech University

• Selenda Kay Cumby, Texas Tech University