Date of Conferral

8-13-2026

Date of Award

August 2026

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Mary Trube

Abstract

Coaching is recommended for prekindergarten (PK) teachers following professional development (PD) to increase implementation of instruction practices with fidelity in early childhood (EC) programs. The problem addressed in this study was PK teachers were challenged to engage in coaching experiences after PD to implement instructional practices with fidelity in a large EC program located in the Mideastern United States. Framed by Knowles’s adult learning theory, the purpose of this basic qualitative study was to explore PK teachers’ perspectives on coaching experiences after receiving PD to implement instructional practices with fidelity. Semistructured interview data were collected from eight PK teachers who worked in an EC program where PK teachers received coaching following PD. Data were analyzed using thematic analysis with open coding that yielded four themes. PK teachers implemented strategies following PD with fidelity when they (a) received encouragement with emotional support after being observed by coaches; (b) used reflective practice promoted by coaches; (c) collaborated with coaches to build mutually trusting relationships; and (d) learned from coaches’ modeling of instructional practices following PD. Based on these findings, a 3-day PD workshop was developed to address the benefit of coaching for PK teachers following PD in EC programs to implement instructional practices with fidelity. PK teachers may implement PD with fidelity after receiving coaches feedback following observations, engaging in reflective practice, and collaborating and building relationships with coaches to benefit children and families in EC programs. Positive social change can occur for children in EC programs when PK teachers receive instructional coaching following PD to strengthen teachers’ classroom practices.

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