Exploring the Impact of Instructional Coaching on Middle School Teacher Self-Efficacy

Abstract

This single-case study examined the impact of instructional coaching (IC) on middle school teacher self-efficacy to advance our grasp of how middle school teacher self-efficacy operates. The findings indicated that IC produces important influences on middle school teachers' self-efficacy in all the areas the principal interns (PIs) coached them. Additionally, the study found that feedback—be it praise or criticism—is perceived to be the most effective tool/component in raising teacher self-efficacy, whereas collaborating (at the beginning of the school year when trust has not yet been built) and modeling are considered the least effective. These results have implications for practice and research.