Increasing Veteran Teacher Efficacy Through Instructional Coaching Relationships Using Videotaped Observations

Background: As the state standards increase, along with the instructional rigor within developed curriculum and state accountability, the need to improve ineffective teachers and their practices in the classroom has become a national priority. The need for relevant professional development that meets both the instructional needs of the teacher and the students is not new. However, past research has looked primarily at supporting new teachers with current student needs; not the veteran teacher. Purpose: The purpose of this study is to seek understanding and evaluate the effectiveness of coaching relationships in direct alignment with increased veteran teacher efficacy. Methods: Three embedded case studies shape this qualitative study, each providing a nuanced understanding of the complexities associated with teacher-coach relationships. The use of multiple cases studies allows for a broader exploration of the research questions and the development of new or existing theories. I examined, in an iterative fashion, numerous sources of data, including: (a) semi-structured interviews with three teachers and three coaches, (b) archival data from the school and district; and, (c) archival data from the Seeing is Believing in Me (SIBME) coaching curriculum. Participant interviews were recorded and transcribed to analyze and code for emerging themes in a multi-phrase process. In phase one, analyzation of data looked at alignment with the two research questions, the theoretical framework and themes that emerged from the literature (ETIC). In phase two, analyzation of transcripts focused on consistent phrases, participant viewpoints, and process perceptions that aligned with the research questions, but were not included in the literature (EMIC). Trustworthiness was obtained through triangulation of data sources from the literature, SIBME research and participant data. Dependability, transferability and conformability was obtained through a purposeful sampling of
participants, clear communication about the interview routine and transparency of the researcher. Findings: The study data reveals that instructional coaching relationships created a professional development comradery that extends beyond the classroom walls and promotes efficacy improvement. The instructional coaching model utilizing videotaped observations and reflective conversations is a modified form of professional development that meets the needs of the veteran teachers while emphasizing certain characteristics of the relationship must be present for substantial instructional growth to take place. Conclusion: Veteran teachers value the process of instructional coaching utilizing videotaped observations and reflective conversations and relationships as beneficial professional growth opportunities. Increased teacher efficacy was a natural outcome of the process if the teacher was receptive to the feedback and had the opportunity to consistently participate in the model throughout the school year.