Elementary Teacher Perceptions of Instructional Coach Effectiveness in Suburban Title I Campuses: A Q Methodology Study
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D)
Department
Educational Administration
Date of Award
Fall 2018
Abstract
The increased focus on school accountability has led districts to implement instructional coaching positions on campuses. A close review of literature revealed that teacher perceptions can impact program effectiveness and reinforced a need for additional study of teacher perceptions of instructional coaching. The researcher designed this Q methodological action research study to investigate the factors that influenced teachers' perceptions of instructional coach effectiveness. Q methodology combines qualitative and quantitative techniques and provides a systematic way to investigate teacher perceptions by collecting a concourse, developing a Q sample, conducting a Q-sorting process, and analyzing the data. Participants in this study were from four different Title I elementary campuses in a major suburban, North Texas district. All data were collected through an online Q-sort completed by 14 elementary teacher participants. The data from 36 Q sample items were sorted on a 5-point Likert-type scale using a natural bell curve and analyzed using factor analysis. Analysis was used to provide principals with valuable information for improvement of instructional coach programming.
Advisor
Chuck Holt
Subject Categories
Education | Elementary Education
Recommended Citation
Oliver, Jennifer Ann, "Elementary Teacher Perceptions of Instructional Coach Effectiveness in Suburban Title I Campuses: A Q Methodology Study" (2018). Electronic Theses & Dissertations. 425.
https://digitalcommons.tamuc.edu/etd/425
