Development of a measure on instructional coaching in teacher education programs



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With a high rate of teachers leaving the profession within the first five years, schools and districts have taken steps to provide instructional coaches to work directly with teachers in order to mitigate the factors that may incline them to leave. The growing research on instructional coaching with in-service teachers provides evidence about the benefits to both the classroom teacher and their students. The use of instructional coaching, however, is not common in teacher preparation. Since many teacher education programs already have in place structural supports for teacher candidates from mentor teachers and university supervisors, instructional coaching could be a promising, pre-emptive strategy for improving retention rates by better preparing future teachers. This study had two purposes. The first was to report findings from a new, quantitative measure of instructional coaching. The second was to examine the effects of coaching on teaching efficacy, instructional competency, preparedness for teaching, and plans to remain in teaching. Results from a Confirmatory Factor Analysis fit well a model of coaching that is grounded in the research literature. Relations were found among perceptions of coaching by mentor teacher and university supervisors to candidates’ instructional competency and other important affective variables. This study provides the foundation of evidence about the utility of instructional coaching as a strategy for improving outcomes for candidates in teacher preparation.



Instructional Coaching, Teacher Education Programs, Teacher Preparation, BASIC Questionnaire, Measurement, University Supervisor, Mentor Teacher, Teacher Efficacy, Teacher Competency, Retention, Plans to Remain in Teaching, Teacher Preparedness