BUILDING BRIDGES: EXAMINING THE OUTCOMES OF IMPLEMENTING A COACHING SYSTEM BETWEEN SCHOOL BUILDING ADMINISTRATION AND BEGINNING TEACHERS

Abstract

Retaining beginning teachers is critical to the success of schools as fewer teachers are entering the profession. Traditional teacher support programs fall short of providing wrap-around support to beginning teachers. This mixed methods action research inquiry examined the benefits of implementing an executive-style coaching framework between beginning teachers and their principal in a Title 1 Elementary School in Eastern North Carolina. This inquiry measured quantitatively the self-efficacy of beginning teacher participants before and after receiving regular coaching through the Teacher Sense of Efficacy Survey. Qualitative data was collected from beginning teacher participants from each coaching session and a concluding focus group. The results indicated that teacher self-efficacy was positively impacted by their participation in the coaching framework with their principal. Implementing a coaching program may help school administrators positively support beginning teachers in their schools.