Elementary Teacher Perceptions of Instructional Coach Effectiveness in Suburban Title I Campuses: A Q Methodology Study
Doctor of Education (Ed.D)
Date of Award
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.
Education | Elementary Education
Oliver, Jennifer Ann, "Elementary Teacher Perceptions of Instructional Coach Effectiveness in Suburban Title I Campuses: A Q Methodology Study" (2018). Electronic Theses & Dissertations. 425.