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The Impact of Literacy Coaching within the Literacy Collaborative Framework on Teachers' Overall Sense of Efficacy in Literacy Instruction

Lee, Brittany Marie
http://orcid.org/0000-0001-8339-6589
http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1594305463440004

Abstract Details

2020, Doctor of Education (Ed.D.), Bowling Green State University, Leadership Studies.
Literacy coaching is one professional development method for improving teacher expertise in reading instruction and providing continuous and job-embedded support (Lyons & Pinnell, 2001; Rodgers & Rodgers, 2007; Toll, 2005). Currently, a gap exists in the literature regarding studies examining the effects of specific coaching models (Garret, 2008) and the impact on Teachers’ Sense of Efficacy in Literacy Instruction. The lack of a literacy coaching model can produce confusion among school leaders to create a clear vision for literacy improvement (Mraz et al., 2008). Therefore, this study adds to the developing literature. The purpose of this quasi-experimental retrospective study was to examine teachers’ perceptions in regards to the impact of literacy coaching within The Literacy Collaborative program across one academic school year through the measurement of Teachers’ Sense of Efficacy in Literacy Instruction as measured by the TSELI Scale (Tschannen-Moran & Johnson, 2011). Primary (K-3) and intermediate (4-6) teachers and literacy coaches from one large, urban school district in Southeast Ohio participated in the study. Teachers (n = 104) completed the Teachers’ Response to Literacy Coaching Survey (TRLCS). The TRLCS contains 35 close-form items. Literacy coaches (n = 13) completed the Literacy Coach Perception Survey (LCPS). The LCPS includes 10 closed-form items. Survey items for the TRLCS and LCPS were selected from two existing instruments and modified into a retrospective pre/posttest design. Data were analyzed using t-test of related samples and forward multiple regression. The theoretical framework of self-efficacy was the foundation for this study (Bandura, 1977). Data analyses revealed the following broad conclusions as a result of literacy coaching in year 2 of The Literacy Collaborative framework: 1) Significant increase in overall TSELI and all TSELI items. 2) Teachers perceived the greatest gain of working with a literacy coach to be in matching differentiated reading materials to the accurate level for students in their classrooms. 3) The growth of TSELI after working with a trained Literacy Collaborative coach decreases as teachers’ years of teaching experience increase. 4) Moving through year 2 of Literacy Collaborative implementation had a large effect on improving coaches’ perception of support and overall experience of The Literacy Collaborative within their schools.
Rachel Vannatta, Ph.D. (Advisor)
Alberto Gonzalez, Ph.D. (Other)
Paul Johnson, Ph.D. (Committee Member)
Patricia Scharer, Ph.D. (Committee Member)
Chris Willis, Ed.D. (Committee Member)
140 p.
Adult Education; Early Childhood Education; Educational Leadership; Elementary Education; Literacy
literacy coaching; literacy collaborative; teachers sense of efficacy in literacy instruction; self efficacy; literacy; literacy coach; professional development

Recommended Citations

Citations

  • Lee, B. M. (2020). The Impact of Literacy Coaching within the Literacy Collaborative Framework on Teachers' Overall Sense of Efficacy in Literacy Instruction [Doctoral dissertation, Bowling Green State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1594305463440004

    APA Style (7th edition)

  • Lee, Brittany. The Impact of Literacy Coaching within the Literacy Collaborative Framework on Teachers' Overall Sense of Efficacy in Literacy Instruction. 2020. Bowling Green State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1594305463440004.

    MLA Style (8th edition)

  • Lee, Brittany. "The Impact of Literacy Coaching within the Literacy Collaborative Framework on Teachers' Overall Sense of Efficacy in Literacy Instruction." Doctoral dissertation, Bowling Green State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1594305463440004

    Chicago Manual of Style (17th edition)

bgsu1594305463440004
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This open access ETD is published by Bowling Green State University and OhioLINK.