Perceptions of Instructional Coaches and Teachers on the Barriers of Multi-Level Instructional Coaching in Higher Performing vs. Lower Performing Elementary Schools in Tennessee

Rose L. Monroe, Stephen Marvin


Teacher effectiveness is one of the most influential factors on student achievement. Therefore, it is vitally important to appropriately coach teachers toward increased effectiveness. This qualitative research study explored and compared the types of multi-level instructional coaching utilized within higher performing and lower performing elementary schools throughout Tennessee, as identified by both instructional coaches and classroom teachers. Additionally, participants shared their perceptions of the most beneficial aspects of multi-level instructional coaching and the barriers that hinder its productivity. Lastly, participants shared where they could use additional support in relation to instructional coaching. Data were collected through a researcher-created digital questionnaire, consisting of both open-ended and closed-fixed questions. Data were analyzed through qualitative methods, including coding and thematic development. Responses revealed similarities and differences in the responses of instructional coaches and classroom teachers in higher performing and lower performing schools. Among the findings, participants in higher performance schools emphasized that instructional coaching should be targeted to those specific teachers needing help in a particular area; whereas, the participants from lower performing schools overwhelmingly expressed a desire for coaching to assist toward more clearly understanding the best practices associated with instruction. Results from this study may provide stakeholders with data that could encourage modifications to current instructional coaching methods to improve teacher effectiveness.

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Journal of Education and Training Studies  ISSN 2324-805X (Print)   ISSN 2324-8068 (Online)

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