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An evaluation of instructional coach...

Hearn, Richard M.

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An evaluation of instructional coaching at selected high schools in North Louisiana and its effect on student achievement, organizational climate, and teacher efficacy.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	An evaluation of instructional coaching at selected high schools in North Louisiana and its effect on student achievement, organizational climate, and teacher efficacy./
Author:	Hearn, Richard M.
Description:	126 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-06, Section: A, page: 1957.
Contained By:	Dissertation Abstracts International71-06A.
Subject:	Education, Leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3411210
ISBN:	9781124036090

An evaluation of instructional coaching at selected high schools in North Louisiana and its effect on student achievement, organizational climate, and teacher efficacy.
Hearn, Richard M.

An evaluation of instructional coaching at selected high schools in North Louisiana and its effect on student achievement, organizational climate, and teacher efficacy. - 126 p.

Source: Dissertation Abstracts International, Volume: 71-06, Section: A, page: 1957.

Thesis (Ed.D.)--Louisiana Tech University, 2010.

The purpose of this study was to compare high schools in north Louisiana to determine if the presence or absence of instructional coaches influenced student achievement, organizational climate, and/or teacher efficacy in any significant manner. The 11 high schools in north Louisiana utilizing instructional coaches were matched to 11 high schools in the region that were not using instructional coaches and comparisons were made between the group performances in the areas of student achievement, organizational climate, and teacher efficacy. Student achievement data were determined based upon the percent proficient on the subtests of the 2009 administration of the Louisiana Graduate Exit Exam, (GEE). Organizational climate and teacher efficacy were measured using the Organizational Climate Description for Secondary Schools (OCDQ-RS) and the Teachers' Sense of Efficacy Scale (TSES) where the mean scores were analyzed using the t-Test for Paired Samples. Mean differences in student achievement reflected positively toward the schools using instructional coaches though no significant differences were determined. Mean differences for the directive behaviors and general openness components of the OCDQ-RS and for the classroom management and overall efficacy components of the TSES were determined to be statistically significant (p<.05).

ISBN: 9781124036090Subjects--Topical Terms:

1035576
Education, Leadership.

An evaluation of instructional coaching at selected high schools in North Louisiana and its effect on student achievement, organizational climate, and teacher efficacy.
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245 1 3 $a An evaluation of instructional coaching at selected high schools in North Louisiana and its effect on student achievement, organizational climate, and teacher efficacy.
300 $a 126 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-06, Section: A, page: 1957.
500 $a Adviser: Lawrence Leonard.
502 $a Thesis (Ed.D.)--Louisiana Tech University, 2010.
520 $a The purpose of this study was to compare high schools in north Louisiana to determine if the presence or absence of instructional coaches influenced student achievement, organizational climate, and/or teacher efficacy in any significant manner. The 11 high schools in north Louisiana utilizing instructional coaches were matched to 11 high schools in the region that were not using instructional coaches and comparisons were made between the group performances in the areas of student achievement, organizational climate, and teacher efficacy. Student achievement data were determined based upon the percent proficient on the subtests of the 2009 administration of the Louisiana Graduate Exit Exam, (GEE). Organizational climate and teacher efficacy were measured using the Organizational Climate Description for Secondary Schools (OCDQ-RS) and the Teachers' Sense of Efficacy Scale (TSES) where the mean scores were analyzed using the t-Test for Paired Samples. Mean differences in student achievement reflected positively toward the schools using instructional coaches though no significant differences were determined. Mean differences for the directive behaviors and general openness components of the OCDQ-RS and for the classroom management and overall efficacy components of the TSES were determined to be statistically significant (p<.05).
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