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

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

Richard M Hearn

Published
ISBN : 9781124036090
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126 pages
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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. TheMoreThe 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).