This study explored teacher perceptions of the effectiveness of instructional coaching in a K-12 school in northern British Columbia. Results indicate that teachers held highly positive perceptions of the coaching process, emphasizing the importance of trust, relationship-building, clear communication, and personalized support. The findings demonstrate that coaching significantly impacts instructional pedagogy, student engagement, and teachers’ commitment to continuous professional growth.
Research Questions
- How do teachers describe their perceptions of the interactions between teacher and coach?
- How do teachers describe their engagement with instructional coaches?
- How do teachers describe the impact of instructional coaching on their instructional pedagogy?
Connection to Coaching
The study examines instructional coaching as a relationship-based, dialogical development process. It applies core coaching principles, such as partnership, respect, active listening, and reflective questioning, within the context of supporting educators’ professional goals.
Significance and Innovation
The research provides essential insights into what educators value most in a coaching relationship. It identifies foundational trust and personalized communication as primary drivers of coaching success, while offering data-backed recommendations for improving coaching implementation in school settings.
Method and Data
The study employed a mixed-methods design, utilizing a survey with 20 Likert-scale questions and 8 open-ended qualitative questions. Data was collected from four participating teachers who completed formal coaching cycles during the 2024–2025 academic year, with findings analyzed through both quantitative statistical summary and inductive qualitative coding.
Main Findings
Teachers reported positive coaching experiences centered on mutual respect and trust. Participants noted that the coaching engagement led to increased confidence, more effective classroom strategies, improved time management, and a stronger focus on student-centered outcomes.
APA:
Van Damme, A. (2025). Teacher perceptions on the effectiveness of instructional coaching. Dordt University.
Full Text Link
https://digitalcollections.dordt.edu/cgi/viewcontent.cgi?article=1180&context=med_theses