Master of Arts (M.A.)
Research suggests when professional development includes instructional coaching, teachers become more confident in their ability to implement a new strategy. This action research project monitored teachersâ€™ beliefs in their professional selves, known as teacher efficacy, as a result of academic coaching using a peer coaching model. Teachers were surveyed, interviewed, and they kept notes, reflecting on their implementation of new Common Core instructional practices following initial professional development with peer coaching. Data was analyzed to determine if there was a change in sustained practice and teacher efficacy. The researcher found the use of peer coaching does have a positive effect on a small group of teachersâ€™ when implementing new Common Core instructional practices learned during initial professional development sessions.
Porter, Edi L., "Peer coaching and its effect on teacher efficacy" (2014). Capstone Projects and Master's Theses. 406.