Date of Award

5-2018

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

First Advisor

Jenny Sabin

Abstract

This mixed-methods study sought to explore the impact the role a mathematics curriculum coach has on teacher efficacy and instructional practice. School systems across the country are being asked to do more with less money. At the same time, districts are faced with mathematics standards that require a new approach to instruction. In response to these issues, school districts are choosing to implement the role of a mathematics curriculum coach. As a result, the question is raised, “are the funds utilized for math coaches being used effectively?” This mixed-methods study compared two schools of similar makeup. School A employs a math curriculum coach, while School B employs a general curriculum coach. Through the use of a survey (MTEBI), curriculum coach journaling, focus groups, and one-on-one interviews, this study sought to answer three research questions: (a) What is the impact of the use of a math curriculum coach on teacher instructional practices in the area of math; (b) What is the impact of the use of a math curriculum coach on teacher perceptions of their instructional practice; and (c) What is the impact of the use of a math curriculum coach on teacher sense of self-efficacy? The survey was administered to all teachers at both schools with an overall response rate of 63.6%. The focus groups and interviews were a small random sample of teachers at each school who provided an in-depth view of their perceptions regarding the impact of the coaches on their instructional practice and self-efficacy as related to mathematics. The teachers had high levels of self-efficacy when teaching math and high outcome expectancy. These measures did not change over the period of the study. This study found that the math curriculum coach did have an impact on teacher instructional practices.

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