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Instructional Coaching and its Impact on Teachers’ Stage of Concern about a Curricular Initiative

Michael, Kristine Treece
http://rave.ohiolink.edu/etdc/view?acc_num=miami1594071214292475

Abstract Details

2020, Doctor of Education, Miami University, Educational Leadership.
Since the emergence of professional development for teachers, little research has been done to connect instructional coaching to whether it increases desired instructional changes, teaching practices, or lessened the anxiety and concerns teachers experience when faced with a new classroom curricular program. The purpose of this mixed-methods phenomenological study was to explore the extent to which the practice of working with an instructional coach was able to support the teachers’ level of concern with an instructional shift. The instructional shift in this study was the implementation of a new elementary math curriculum, Bridges in Mathematics. The study examined the stages of concerns educators experience while taking part in an innovation such as a change in curricular resources at their school. In addition, the study captured themes that spanned individual teaching and coaching circumstances. This phenomenon was studied as experienced by elementary educators in Central Ohio during the 2019-2020 school year. Two primary data collection methods were used to provided valuable insight, including an electronic survey completed by 37 educators, as well as seven face-to-face in-depth interviews using a phenomenological interview protocol. The Concerns-Based Adoption Model (CBAM) theory of change was key to understanding the concerns that teachers were experiencing during this first year of implementation. Both the quantitative and qualitative data provided insight for my research questions. The results of the qualitative data showed that teachers' stage of concern correlated with their interactions with an instructional coach, while the quantitative data did not demonstrate statistically significant evidence.
Lucian Szlizewski (Advisor)
Joel Malin (Committee Co-Chair)
Stephanie Danker (Committee Member)
87 p.
Educational Leadership
Instructional coaching; coaching; stages of concern; SoCQ; stages of concern questionnaire; teacher concerns

Recommended Citations

Citations

  • Michael, K. T. (2020). Instructional Coaching and its Impact on Teachers’ Stage of Concern about a Curricular Initiative [Doctoral dissertation, Miami University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=miami1594071214292475

    APA Style (7th edition)

  • Michael, Kristine. Instructional Coaching and its Impact on Teachers’ Stage of Concern about a Curricular Initiative . 2020. Miami University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=miami1594071214292475.

    MLA Style (8th edition)

  • Michael, Kristine. "Instructional Coaching and its Impact on Teachers’ Stage of Concern about a Curricular Initiative ." Doctoral dissertation, Miami University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1594071214292475

    Chicago Manual of Style (17th edition)

miami1594071214292475
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© 2020, some rights reserved.Creative Commons License Instructional Coaching and its Impact on Teachers’ Stage of Concern about a Curricular Initiative by Kristine Treece Michael is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License. Based on a work at etd.ohiolink.edu.
This open access ETD is published by Miami University and OhioLINK.