Investigating the Characteristics of Grades K-3 Teachers Resistant to Literacy Coaching Support

Document Type


Degree Name

Doctor of Education (Ed.D)


Curriculum and Instruction

Date of Award

Summer 2023


The purpose of the study was to identify characteristics of teachers who were receptive or resistant to coaching. The study investigated how teachers’ perceptions of their literacy coaches’ support compared to coaches’ perceptions of the support they provided to teachers. Teachers’ reasons for resisting literacy coaching were examined as well as teachers’ suggestions for improving literacy coach support. In January 2023, eight coaches employed in the studied district and approximately 125 teachers working at elementary schools served by the coaches were invited to take a survey. The final study participants consisted of 7 literacy coaches (88%) and 43 kindergarten through third grade teachers (34%). There were two surveys with corresponding questions, one for teachers and one for literacy coaches. The Coaching Evaluation Survey - Revised (Castillo et al., 2010) was the original survey used with some modifications. Mean scores for the three survey factors, Role, Function, and Activities; Jim Knight Coaching Cycle; and Interpersonal/Communication Skills, were reported and compared for teachers and coaches. Survey responses were used to identify teachers resistant to coaching. There were 9 teachers identified as resistant to coaching and 34 that were receptive. Receptive teachers were more likely to be 40-49 years of age, while resistant teachers were more likely to be 50 years old or older. The greatest percentage of receptive teachers had 5 years or less of teaching experience, while the majority of resistant teachers had 6 to 10 years teaching experience. None were new teachers. Both receptive and resistant teachers wanted their coach to provide teaching tools, strategies, activities, attend campus meetings, and use data to guide instruction. They wanted coaches to conduct more observations and provide specific feedback and model lessons in the classroom, as well as build relationships and trust with teachers, have realistic expectations, and recognize others’ teachers’ knowledge. Teachers would like coaching programs that are personalized, collaborative, and experiential in nature and eventually leading to more effective teacher practice and improved student academic success.


David Brown

Subject Categories

Education | Elementary Education | Teacher Education and Professional Development