Date of Award
6-23-2024
Document Type
Non Thesis
Degree Name
Master of Arts in Education
Department
Education
Program
Educational Leadership
Capstone Instructor
Dr. Brian Boothe
Second Reader
Michael Foster
Keywords
Capacity Building, Instructional Coaching Model, Peer Coaching Model, Professional Development, Teacher Self-Efficacy, Student Achievement, Collective Capacity, Transformational Practices, Ongoing Professional Development, Relationships
Abstract
This paper examines a wide range of research on how various coaching models at the primary and secondary levels affect teacher development, thereby impacting student achievement. The studies explored qualitative, quantitative, and mixed-methods data, offering a comprehensive overview of how coaching models can affect teacher development, ultimately affecting student achievement. The research highlights common themes that some researchers consider imperative to transforming education. The research revealed that coaching models implemented as ongoing professional development with established relationships and trust are effective in impacting teacher development and student achievement. Further research is needed to determine which coaching models are most effective in impacting educators and positively affecting student success, as well as coaching models' effects on teacher retention and burnout, and special education.