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This qualitative study was conducted to examine instructional coaches’perceptions of their ability to improve teacher effectiveness. Interviews were collectedby the researcher to collect perceptual data. The results of this study can be used byeducational leaders to understand the value of instructional coaching programs as anavenue to provide teachers with job-embedded professional learning. For the nineparticipants in this study, it was evident that instructional coaches perceive they improveteacher effectiveness. The eight findings from this study unveiled that instructionalcoaches felt that they improved teacher effectiveness. They accomplish this task byproviding personalized professional learning. Effective listening and questioning skills,coupled with cultivating trusting relationships with teachers, are essential skills thatinstructional coaches utilize to improve teacher effectiveness. Further, effectiveinstructional coaches have extensive teaching experience and are provided ongoingprofessional learning on best practices, instructional strategies, and instructional coachingpractices. Instructional coaches believe they are better equipped to improve teachereffectiveness when they are provided opportunities to connect with and learn from otherinstructional coaches. Finally, findings from the currenty study included that the buildingprincipal is a factor in the instructional coaches’ ability to improve teacher effectiveness.The significance of this study is that it could add to the understanding of instructionalcoaches’ perceptions of their ability to improve teacher effectiveness. The results of thisresearch led to several recommendations. District leaders provide professional learningon the effective listening and questioning skills to instructional coaches. Further, it isrecommended that district leaders in charge of instructional coaches analyze candidates’inter-personal skills and teaching experience when hiring instructional coaches. |
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