Tools

LEADER 03636cam a2200589 i 4500

001 on1449649552;

003 OCoLC;

005 20260527050251.0;

006 m o d ;

007 cr unu||||||||;

008 240724s2024 ncua obm 000 0 eng d;

035 a| (OCoLC)1449649552;

043 a| n-us-nc;

090 a| LB1731;

049 a| EREE;

100 1 a| Casey, Michael A.,e| author.?| UNAUTHORIZED;

245 10 a| Building bridges :b| examining the outcomes of implementing a coaching system between school building administration and beginning teachers /c| by Michael A. Casey.;

246 3 a| Building bridges examining the outcomes of implementing a coaching system between school building administration and beginning teachers.;

264 1 a| [Greenville, N.C.] :b| [East Carolina University],c| 2024.;

300 a| 1 online resource (162 pages) :b| illustrations (chiefly color);

336 a| textb| txt2| rdacontent;

337 a| computerb| c2| rdamedia;

338 a| online resourceb| cr2| rdacarrier;

347 a| text fileb| application/pdfc| 1.52 MB2| rda;

538 a| System requirements: Adobe Reader.;

538 a| Mode of access: World Wide Web.;

502 b| Ed.D.c| East Carolina Universityd| 2024.;

500 a| Presented to the Faculty of the Department of Educational Leadership;

500 a| Advisor: Larry Hodgkins;

500 a| Title from PDF t.p. (viewed April 17, 2025).;

520 3 a| Retaining beginning teachers is critical to the success of schools as fewer teachers are entering the profession. Traditional teacher support programs fall short of providing wrap-around support to beginning teachers. This mixed methods action research inquiry examined the benefits of implementing an executive-style coaching framework between beginning teachers and their principal in a Title 1 Elementary School in Eastern North Carolina. This inquiry measured quantitatively the self-efficacy of beginning teacher participants before and after receiving regular coaching through the Teacher Sense of Efficacy Survey. Qualitative data was collected from beginning teacher participants from each coaching session and a concluding focus group. The results indicated that teacher self-efficacy was positively impacted by their participation in the coaching framework with their principal. Implementing a coaching program may help school administrators positively support beginning teachers in their schools.;

504 a| Includes bibliographical references.;

650 0 a| Elementary school teachersx| In-service trainingz| North Carolina.=| ^A41064;

650 0 a| Teacher effectivenessz| North Carolina.=| ^A379700;

650 0 a| Mentoring in educationz| North Carolina.=| ^A372418;

650 0 a| Executive coachingz| North Carolina.=| ^A697445;

650 0 a| Teacher turnoverz| North Carolinax| Prevention.=| ^A61773;

653 a| Beginning Teachers;

653 a| Beginning Teacher Support;

653 a| Coaching;

653 a| Coaching Beginning Teachers;

653 a| Beginning Teacher Self-Efficacy;

653 a| Teacher Self-efficacy;

700 1 a| Hodgkins, Lawrence,e| degree supervisor.?| UNAUTHORIZED;

710 2 a| East Carolina University.b| Department of Educational Leadership.?| UNAUTHORIZED;

856 40 z| Access via ScholarShipu| http://hdl.handle.net/10342/13477;

994 a| C0b| ERE;

596 a| 1 4;

998 a| 6462613;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 6462613-1001l| JNETm| JOYNERr| Ys| Yt| JNE3ETDu| 7/24/2024x| ETDz| JERESOURCE;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 6462613-2001l| HSLELECm| HSLr| Ys| Yt| HEETDu| 7/24/2024x| ETDz| HERESOURCE;

Building bridges : examining the outcomes of implementing a coaching system between school building administration and beginning teachers / by Michael A. Casey.

Author/creator	Casey, Michael A. author.
Other author	Hodgkins, Lawrence, degree supervisor.
Other author	East Carolina University. Department of Educational Leadership.
Format	Theses and dissertations
Publication	[Greenville, N.C.] : [East Carolina University], 2024.
Description	1 online resource (162 pages) : illustrations (chiefly color)
Supplemental Content	Access via ScholarShip
Subjects	Elementary school teachers--In-service training. --North Carolina. Teacher effectiveness--North Carolina. Mentoring in education--North Carolina. Executive coaching--North Carolina. Teacher turnover--North Carolina. --Prevention.

Variant title	Building bridges examining the outcomes of implementing a coaching system between school building administration and beginning teachers.
Summary	Retaining beginning teachers is critical to the success of schools as fewer teachers are entering the profession. Traditional teacher support programs fall short of providing wrap-around support to beginning teachers. This mixed methods action research inquiry examined the benefits of implementing an executive-style coaching framework between beginning teachers and their principal in a Title 1 Elementary School in Eastern North Carolina. This inquiry measured quantitatively the self-efficacy of beginning teacher participants before and after receiving regular coaching through the Teacher Sense of Efficacy Survey. Qualitative data was collected from beginning teacher participants from each coaching session and a concluding focus group. The results indicated that teacher self-efficacy was positively impacted by their participation in the coaching framework with their principal. Implementing a coaching program may help school administrators positively support beginning teachers in their schools.
General note	Presented to the Faculty of the Department of Educational Leadership
General note	Advisor: Larry Hodgkins
General note	Title from PDF t.p. (viewed April 17, 2025).
Dissertation note	Ed.D. East Carolina University 2024.
Bibliography note	Includes bibliographical references.
Technical details	System requirements: Adobe Reader.
Technical details	Mode of access: World Wide Web.

Availability

Library	Location	Call Number	Status	Item Actions
	Electronic Resources	Access Content Online	✔ Available

Building bridges : examining the outcomes of implementing a coaching system between school building administration and beginning teachers / by Michael A. Casey.

Click here for more information about this title

Availability