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The purpose of this research was to examine the impact of literacy coaching onteachers’ perceptions of improved classroom instruction. The research was alsoconducted to further determine whether a teacher’s building level or years of teachingexperience impacted the teacher’s perception of the literacy coach’s ability to improveclassroom instruction. The research design for this study was quantitative in nature. Thesample was limited to 711 elementary, middle, and high school teachers from DistrictXYZ who had access to a literacy coach in their building.As part of this quantitative study, archival survey data was used to examine therelationship between literacy coaching and teachers’ perceptions of improved classroominstruction. A survey designed by District XYZ was used to evaluate the literacycoaching program during the 2013-2014 school year. The four research questionsconcerning teachers’ perceptions of improved classroom instruction were analyzed usingchi-square tests of independence.Results from the hypothesis testing indicated a statistically significant differencein teachers who spent time with a literacy coach perceived that their classroominstruction improved. More specifically, the findings revealed elementary, middle, andhigh school teachers and teachers with different levels of teaching experience who spenttime with a literacy coach perceived their classroom instruction improved. |
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