An Exploration of the Impact of Instructional Coaching on Middle School Teacher Self-Efficacy

• In Event: Studies of In-Service Teachers' Self-Efficacy

Abstract

This single-case study examined the impact of instructional coaching (IC) on middle school teacher self-efficacy to advance our grasp of how middle school teacher self-efficacy operates. The data for this inquiry were in-depth interviews with three middle school teachers coached by principal interns (PIs) from a job-embedded (residency) principal preparation program at a research university in the Southwestern United States. The findings indicated that IC produces important effects on middle school teachers’ self-efficacy in all the areas PIs coached them. Additionally, the study found that feedback – be it praise or criticism – is perceived to be the most powerful tool/component in raising teacher self-efficacy; whereas, collaborating and modeling are considered the least. These results have implications for practice and research.

Authors

• Chau Hong Phuoc Nguyen, Texas Tech University

• Fernando Valle, Texas Tech University

• Aaron Samuel Zimmerman, Texas Tech University

• Irma Laura Almager, Texas Tech University