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035 a| (OCoLC)1449649551;

090 a| LB1731;

049 a| EREE;

100 1 a| Dunston, Takicey Michelle,e| author.?| UNAUTHORIZED;

245 10 a| Perception is reality :b| the perceived impact of instructional coaching on teaching efficacy /c| by Takicey Michelle Dunston.;

246 3 a| Perception is reality the perceived impact of instructional coaching on teaching efficacy.;

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

300 a| 1 online resource (179 pages) :b| illustrations;

336 a| textb| txt2| rdacontent;

337 a| computerb| c2| rdamedia;

338 a| online resourceb| cr2| rdacarrier;

347 a| text fileb| application/pdfc| 1.44 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: Heidi Puckett;

500 a| Title from PDF t.p. (viewed April 16, 2025).;

520 3 a| This study examines how teachers at an elementary school perceive the impact of instructional coaching on their instructional efficacy. It provides a detailed examination of how coaching interventions affect teachers' attitudes regarding their teaching and classroom management abilities. Teachers involved in the study completed a pre-survey, post-survey, and participated in a semi-structured interview to assess teacher efficacy as a part of the qualitative analysis. Analysis of the research gathered suggests that teachers perceive instructional coaching as having a positive impact on their teacher efficacy, especially regarding student engagement, classroom management, and instructional strategies. Teachers reported having more confidence in their decision-making and more resilience when encountering problems in the classroom as a result of instructional coaching. The perception of teachers in the study emphasizes the significance of personalized, trustworthy coaching relationships and the impact of reflective practice on enhancing their pedagogical skills. This study contributes to the existing body of knowledge by presenting real-world evidence related to the impact of instructional coaching on improving teacher efficacy. This provides valuable advice to educational leaders on developing and implementing coaching programs that enhance teacher development and, in turn, improve student learning outcomes.;

504 a| Includes bibliographical references.;

650 0 a| Elementary school teachersx| In-service training.=| ^A41064;

650 0 a| Teacher effectiveness.=| ^A379700;

650 0 a| Mentoring in education.=| ^A372418;

650 0 a| Classroom management.=| ^A7388;

653 a| instructional coach;

653 a| perception;

653 a| impact;

700 1 a| Puckett, Heidi,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/10342/13478;

994 a| C0b| ERE;

596 a| 1 4;

998 a| 6462614;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 6462614-1001l| JNETm| JOYNERr| Ys| Yt| JNE3ETDu| 7/24/2024x| ETDz| JERESOURCE;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 6462614-2001l| HSLELECm| HSLr| Ys| Yt| HEETDu| 7/24/2024x| ETDz| HERESOURCE;

Perception is reality : the perceived impact of instructional coaching on teaching efficacy / by Takicey Michelle Dunston.

Author/creator	Dunston, Takicey Michelle author.
Other author	Puckett, Heidi, 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 (179 pages) : illustrations
Supplemental Content	Access via ScholarShip
Subjects	Elementary school teachers--In-service training. Teacher effectiveness. Mentoring in education. Classroom management.

Variant title	Perception is reality the perceived impact of instructional coaching on teaching efficacy.
Summary	This study examines how teachers at an elementary school perceive the impact of instructional coaching on their instructional efficacy. It provides a detailed examination of how coaching interventions affect teachers' attitudes regarding their teaching and classroom management abilities. Teachers involved in the study completed a pre-survey, post-survey, and participated in a semi-structured interview to assess teacher efficacy as a part of the qualitative analysis. Analysis of the research gathered suggests that teachers perceive instructional coaching as having a positive impact on their teacher efficacy, especially regarding student engagement, classroom management, and instructional strategies. Teachers reported having more confidence in their decision-making and more resilience when encountering problems in the classroom as a result of instructional coaching. The perception of teachers in the study emphasizes the significance of personalized, trustworthy coaching relationships and the impact of reflective practice on enhancing their pedagogical skills. This study contributes to the existing body of knowledge by presenting real-world evidence related to the impact of instructional coaching on improving teacher efficacy. This provides valuable advice to educational leaders on developing and implementing coaching programs that enhance teacher development and, in turn, improve student learning outcomes.
General note	Presented to the Faculty of the Department of Educational Leadership
General note	Advisor: Heidi Puckett
General note	Title from PDF t.p. (viewed April 16, 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.

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Perception is reality : the perceived impact of instructional coaching on teaching efficacy / by Takicey Michelle Dunston.

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