Date of Award

8-1-2015

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

Dr. Jeanne L. Surface

Abstract

The daily demands placed upon teachers are seemingly endless. Yet, it is the teacher’s skills that are the most important factor in influencing student achievement (Dalton, 1998; National Board for Professional Teaching Standards, 2002; National Commission on Teaching & America’s Future, 1996; Ripley, 2010; Stronge, 2007). The topic of coaching has become increasingly common in the field of education as a way to help teachers be effective. Coaches need to support all teachers, regardless of the type of mindset held by the teacher. The purpose of this quantitative study was to understand the correlation between teacher mindset and perceptions regarding coaching, feedback, and improved instructional practice. The overarching question for this research study was aimed at discovering if the mindset of teachers influenced their perceptions of the coaching and feedback process: “Does the mindset of teachers influence their perception regarding the coaching and feedback process?” There were nine questions guiding this research. Data was gathered through a paper and pencil survey during the spring of 2015. A total of 68 respondents returned completed surveys. Data was analyzed using descriptive statistics, t-tests, Pearson’s r, one-way ANOVA, and Tukey’s Post hoc Test. The results found that leaders and coaches had a slightly greater mean in both mindset and perceptions than classroom teachers. Additionally, there was a statistically significant difference in perceptions towards the coaching and feedback process among those currently in leadership positions. Among classroom teachers, there was a correlation between perceptions towards the coaching and feedback process based on years of experience. Further exploration in the area of mindset and issues involving coaching is needed. Both mindset and perceptions about coaching have the ability to impact student achievement. Implications for further research are discussed.

Comments

A Dissertation Presented to the Faculty of the Graduate College of the University of Nebraska in Partial Fulfillment of Requirements for the Degree of Doctor of Education. Copyright 2015 Beth K. Stenzel.

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