Instructional Coaching as a Catalyst for Professional Growth: A Multiple Case Study of the Coaching Relationship between Novice Teachers and Instructional Coaches

dc.contributor.committeeChairKim, Jeong H.
dc.contributor.committeeMemberCho, Jeasik
dc.contributor.committeeMemberPalmer, Dusty
dc.creatorEubank, Chrissy
dc.date.accessioned2024-01-12T17:59:41Z
dc.date.available2024-01-12T17:59:41Z
dc.date.issued2023-12
dc.description.abstractNovice teachers enter the field of education with expectations that teacher and alternative education programs have provided the knowledge and skills they will need to deliver quality instruction and run their classrooms effectively. These challenges in their first years, lead to feelings of isolation and frustration, and ultimately early-career teacher attrition. Current federal legislation suggests instructional coaching as a method for improving teacher quality, perhaps yielding a viable solution to effective professional learning for novice teachers. This multiple case study explores two relational cases, including an instructional coach and novice teacher in a professional partnership over the course of one year. Two conceptual models illustrate how the participants interact in the partnership to produce outcomes. Transformative learning theory guides the study as a theoretical lens for exploring the novice teacher’s development of new knowledge and the process of perspective shifts or transformative growth. Multiple data sources were used including semi-structured interviews with the novice teacher and the instructional coach, recorded coaching conversations, coaching logs, and classroom visit anecdotal notes provided as feedback from the coach. The findings showed the coaching relationships are complex, especially as coach’s build trust with teachers. Trust was a critical factor in how open and collaborative the novice teacher was during interactions. The findings revealed that the coach’s ability to build the relationship including building trust, offering time to collaborate, and opportunities to reflect on their practices, led to the novice teachers’ professional growth. Implications suggest that coaches need time and ability to work on the relationship as a priority in their roles. Principals are critically important as they provide the instructional leadership to empower coaches and teachers to develop strong relationships that may not only produce effective outcomes related to the teacher’s growth but address critical issues with attrition.
dc.description.abstractEmbargo status: Restricted until 01/2027. To request the author grant access, click on the PDF link to the left.
dc.format.mimetypeApplication/pdf
dc.identifier.urihttps://hdl.handle.net/2346/97463
dc.language.isoen
dc.rights.availabilityRestricted until 01/2027.
dc.subjectinstructional coaching
dc.subjectnovice teachers
dc.subjecttransformation
dc.subjectprofessional growth
dc.subjectcoaching relationship
dc.titleInstructional Coaching as a Catalyst for Professional Growth: A Multiple Case Study of the Coaching Relationship between Novice Teachers and Instructional Coaches
dc.typeDissertation
thesis.degree.departmentCurriculum and Instruction
thesis.degree.disciplineCurriculum Studies/Teacher Education
thesis.degree.grantorTexas Tech University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy

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