Date of Award
Fall 2025
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Committee Chair
Jennifer Putnam
Abstract
Instructional coaching can be a key puzzle piece in teacher improvement and the academic success of students. This qualitative study examined the perspectives of administrators, teachers, and instructional coaches on the role that instructional coaches play in education and how the process of instructional coaching works. Further, the study sought to determine the perceptions of specific supports and barriers to effective coaching, and to examine the effectiveness of coaching through the experiences of both the coach and the teacher. It also examined the role of the school leader in an effective coaching program. Knight’s (2022c) The Definitive Guide to Instructional Coaching: Seven Factors for Success was the conceptual framework for the study. Qualitative data were collected by completing structured, one-on-one interviews with teachers, instructional coaches, and administrators who work at XYZ Academy. Analysis revealed that teachers and instructional coaches valued instructional coaching as a means to improve teacher development, whereas administrators valued coaches as another means of administrative support. Although the research was collected from a single site and a small sample, it provided insight that can lead to future research that will allow for a broader analysis of how coaching impacts institutes over a course of time.
Recommended Citation
McNair, LaMonica D., "A Qualitative Study on the Perspective of Instructional Coaching Through the Lens of Teachers, Coaches, and Administrators" (2025). Doctor of Education Dissertations. 262.
https://digitalcommons.gardner-webb.edu/education-dissertations/262
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License