PERCEPTION IS REALITY: THE PERCEIVED IMPACT OF INSTRUCTIONAL COACHING ON TEACHING EFFICACY

Abstract

This study examines how teachers at an elementary school perceive the impact of instructional coaching on their instructional efficacy. It provides a detailed examination of how coaching interventions affect teachers' attitudes regarding their teaching and classroom management abilities. Teachers involved in the study completed a pre-survey, post-survey, and participated in a semi-structured interview to assess teacher efficacy as a part of the qualitative analysis. Analysis of the research gathered suggests that teachers perceive instructional coaching as having a positive impact on their teacher efficacy, especially regarding student engagement, classroom management, and instructional strategies. Teachers reported having more confidence in their decision-making and more resilience when encountering problems in the classroom as a result of instructional coaching. The perception of teachers in the study emphasizes the significance of personalized, trustworthy coaching relationships and the impact of reflective practice on enhancing their pedagogical skills. This study contributes to the existing body of knowledge by presenting real-world evidence related to the impact of instructional coaching on improving teacher efficacy. This provides valuable advice to educational leaders on developing and implementing coaching programs that enhance teacher development and, in turn, improve student learning outcomes.