Building Teacher Competence through Modeling and Practice in an Instructional Coaching Session

Simple item page
dc.contributor.advisorAdams, Curt
dc.contributor.authorLein, Joanna
dc.contributor.committeeMemberForsyth, Patrick
dc.contributor.committeeMemberEdwards, Beverly
dc.contributor.committeeMemberBallard, Keith
dc.contributor.committeeMemberHellman, Chan
dc.date.accessioned2017-11-22T14:10:54Z
dc.date.available2017-11-22T14:10:54Z
dc.date.issued2017
dc.date.manuscript2017-09-14
dc.description.abstractThis study aims to understand how instructional coaching supports novice teachers by examining how to build teacher competence effectively. Using self-determination theory (Deci & Ryan, 2002) as the conceptual framework, this improvement science study conducted an initial field test of a derived coaching approach known as the Competence-Supportive Coaching Model developed for this study; the highly directive, practice-based coaching approach was tested during a six-week summer training for beginning teachers. Using a pre- and post- survey method, teachers reported on their level of competence in four areas: student engagement, content planning, instructional strategies, and classroom management. Seventy-nine teachers completed the surveys and were the basis of the analysis. The results indicate that when instructional coaches used the Competence-Supportive Coaching Model consistently, the resulting sense of efficacy was higher than those who did not receive the coaching model consistently in all four areas, although these results are not statistically significant. This study also found that the Competence-Supportive Coaching Model was more effective with certain teachers; the results were based upon the developmental level of the teacher, the teacher’s personal learning style, and the teacher-coach relationship.en_US
dc.identifier.urihttps://hdl.handle.net/11244/52421
dc.languageen_USen_US
dc.subjectInstructional coachingen_US
dc.subjectinstructional supervisionen_US
dc.subjectteacher competenceen_US
dc.subjectnovice teachersen_US
dc.thesis.degreeEd.D.en_US
dc.titleBuilding Teacher Competence through Modeling and Practice in an Instructional Coaching Sessionen_US
ou.groupJeannine Rainbolt College of Education::Department of Educational Leadership and Policy Studiesen_US

Files

Original bundle
Now showing 1 - 2 of 2
Thumbnail Image
Name:
2017_Lein_Joanna_Dissertation.pdf
Size:
1.15 MB
Format:
Adobe Portable Document Format
Description:
Download
No Thumbnail Available
Name:
2017_Lein_Joanna_Dissertation.docx
Size:
280.93 KB
Format:
Microsoft Word XML
Description:
Download
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
1.72 KB
Format:
Item-specific license agreed upon to submission
Description:
Download

Collections

OU - Dissertations