Date of Conferral

3-13-2026

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Brenda Kennedy

Abstract

Instructional coaching is a strategy designed to support systematic changes in instructional practices and improve student achievement. In the study site district, teachers were required to use instructional coaching as a mandated form of pedagogical support for enhancing teaching practices and improving student achievement. However, prior to this study, 48% of teachers did not seek support from the instructional coaches (ICs) hired to provide this job-embedded professional development. Guided by Ajzen’s theory of planned behavior, the purpose of this basic qualitative study was to investigate teachers’ perspectives regarding the lack of engagement with ICs and to identify ways to increase engagement. Data for the study were collected using semistructured interviews with 11 teachers across the three schools within the district. Through thematic analysis using open coding, seven themes emerged: (a) positive attitudes towards coaching, (b) no dependence on subjective norms, (c) misunderstanding of an ICs role, (d) IC availability issues, (e) inequitable access to ICs, (f) informal process, and (g) strategies for improved collaboration. The findings revealed that teachers’ attitudes towards using ICs were influenced by structural constraints rather than by their peers or perceived behavioral control. A 3-day professional development was created for teachers and ICs based on the findings designed to increase teachers’ collaboration with ICs by focusing on building the foundations of effective instructional coaching, trust and collaboration, and clarifying the role of ICs. By providing teachers and ICs with the knowledge, skills, and practice they need to successfully collaborate for the purpose of improved instruction and increased student achievement positive social change is likely to occur over time.

Download

Included in

Education Commons

Share

 
COinS