Exploring the Perceived Impact of Instructional Coaching on K-12 Staff in a Midwestern State Region

Date of Award

12-2025

Degree Name

Doctor of Philosophy

Department

Educational Leadership, Research and Technology

First Advisor

LaSonja Roberts Ph.D.

Second Advisor

Louann Bierlein-Palmer Ph.D.

Third Advisor

Alison M Cicinelli, Ed.D.

Keywords

Coaching frequency, content-focused coaching, data-focused coaching, instructional coaching, K-12 education, pedagogical-focused coaching

Abstract

This study looked at how K–12 educators in one Midwestern state region perceived the impact of instructional coaching on their instructional practices. The purpose of this quantitative study was to determine how the type and frequency of coaching predicted the educators’ self-reported improvements in instruction. 307 educators who had participated in instructional coaching within the past five years completed the survey measuring three coaching types, content-focused, pedagogical-focused, and data-focused, and the frequency of one-on-one coaching interactions. Descriptive analyses identified the prevalence of each coaching type and the ways that the educators rated their growth, while a multiple regression tested the predictive relationship between coaching and perceived improvement.

The results showed that the frequency of coaching was the strongest predictor of perceived instructional improvement (B = .39, p < .001), followed by type of coaching (B = .15, p < .001), accounting for 44.7% of the variance (R² = .447). Educators rated co-planning (M = 4.5, SD = 1.1) and conferencing or goal setting (M = 4.7, SD = 1.0) as the most influential aspects of their coaching experience. These findings indicated that ongoing, consistent coaching grounded in collaboration and reflection has a greater impact on the educators’ professional growth than years of experience alone.

Anchored in Knowles’s Adult Learning Theory, Costa and Garmston’s Cognitive Coaching model, and Vygotsky’s Constructivist framework, this study affirmed that instructional improvement was most meaningful when it occurred through reflective, job-embedded learning. The results contributed to the growing evidence on instructional coaching by identifying the specific coaching conditions that educators found most impactful. The findings highlighted the need for school leaders to prioritize consistent coaching cycles, build trusting coach–teacher relationships, and tailor coaching approaches to meet the individual educator needs. The results from this study offered a practical foundation for strengthening instructional coaching programs that support both teacher development and student success.

Access Setting

Dissertation-Abstract Only

Restricted to Campus until

12-1-2027

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