Principal coaching behaviors and the development of veteran teachers' instructional practices

Cardinal Scholar

Show simple item record

dc.contributor.advisor Lowery, Kendra
dc.contributor.author Price, Nancy (Student at Ball State University)
dc.date.accessioned 2020-10-20T14:34:53Z
dc.date.available 2020-10-20T14:34:53Z
dc.date.issued 2020-07-18
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/123456789/202405
dc.description.abstract This qualitative study addresses the need for the school principal to take on the role of a coach, specifically for veteran teachers, rather than merely one of a manager or evaluator. The purpose of this study was to identify principal coaching behaviors that foster professional relationships and teacher development of curriculum and instruction for veteran teachers. The data were gathered from interviews conducted with 20 educators, principals and teachers. The interviews were then transcribed manually and analyzed and the following common themes emerged from both principal and teacher interview data: consistent teacher feedback, supportive instructional leadership, relationship building, challenges of coaching, and open communication. en_US
dc.description.sponsorship Department of Educational Leadership
dc.subject.lcsh School principals -- Interviews
dc.subject.lcsh Teacher-principal relationships -- Interviews
dc.subject.lcsh Teachers -- In-service training -- Interviews
dc.title Principal coaching behaviors and the development of veteran teachers' instructional practices en_US
dc.description.degree Thesis (D. Ed.) en_US


Files in this item

This item appears in the following Collection(s)

  • Doctoral Dissertations [3248]
    Doctoral dissertations submitted to the Graduate School by Ball State University doctoral candidates in partial fulfillment of degree requirements.

Show simple item record

Search Cardinal Scholar


Browse

My Account