Teaching Experience and Teacher Attitudes towards Instructional Coaching: Implications for Instructional Coaching Initiatives

Despite a growing body of research on instructional coaching as a means of increasing teacher efficacy, some teachers resist collaborating with a coach. Little is known about the source of this resistance because few researchers have examined instructional coaching from the perspective of teachers. The purpose of this study was to examine the merits and challenges of instructional coaching from the perspective of teachers. Knowles' theory of andragogy guided this examination of the instructional coaching model. The overarching research question examined why some teachers resist collaborating with an instructional coach. This sequential explanatory mixed methods study was administered in 2 phases. An electronic cross-sectional survey ( n = 80) was used in Phase 1 to determine if a correlation exists between years of teaching and attitudes toward instructional coaching. In Phase 2, teacher perceptions were collected via 2 focus groups of experienced (n = 4) and novice (n = 2) teachers, and individual interviews (n = 7) with teachers. Text segmenting, coding, and categorizing were used to derive themes. Pearson's correlation revealed a statistically significant negative correlation between years of teaching experience and attitudes towards coaching. As teachers gain experience, their expectations and needs related to professional development change. A professional development project was created that educates local stakeholders about the role that adult learning theory plays in the development of successful instructional coaching initiatives. These findings will provide educational leaders and researchers with insights into how instructional coaching initiatives can be modified to maximize the potential of these powerful partnerships.