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Effects of a within-school coaching model on teachers’ use of behavioural feedback and opportunities to respond

Telfer, Sharonne Lee (2020) Effects of a within-school coaching model on teachers’ use of behavioural feedback and opportunities to respond. Professional Doctorate thesis, Murdoch University.

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Abstract

This study investigated the effects of a within-school coaching intervention on four high school teachers’ use of behavioural feedback and opportunities to respond (OTRs) during teacher-directed instruction.

There is significant research establishing evidence-based, high-leverage classroom management and instructional practices that increase the likelihood of student engagement and positive behaviour. An implementation gap exists in translating this research into practice. Education systems continue to default to reactive and control practices. Research demonstrates that traditional in-service training is insufficient in supporting teachers to transfer new knowledge and skills into long-term classroom practice. Teacher coaching is a promising approach to building teacher capabilities through ongoing, job-embedded opportunities for active learning and sustained focus. Generally, research has focused on teacher coaching models that rely on external expertise; however, this study sought to examine the efficacy of a within-school coaching intervention.

This study utilised a single-subject multiple-baseline design across participants to investigate possible functional relationships between the independent variable of a within-school coaching intervention and dependent variables of teachers’ use of behavioural feedback and OTRs. Dependent variable data were collected through direct classroom observation during baseline and intervention conditions. Data was also collected on student behaviour and engagement, which was a secondary dependent variable.

The introduction of the within-school coaching intervention, which included a structured teacher consultation meeting, goal setting, peer coaching observations and performance feedback, was systematically staggered across the teacher participants. While the data demonstrated positive results with individual teachers, the multiple baseline data did not indicate a functional relationship between the within-school coaching model and increased teacher use of OTRs and specific behavioural feedback.

A social validity survey and teacher interviews examined the extent to which teachers found the intervention to be reasonable, feasible and effective. Social validity data demonstrated that participants found the strategy to be feasible, acceptable and effective. A within-school coaching model is a feasible, efficient and contextually relevant approach to building school capacity to support teachers’ implementation of evidence-based classroom management practices.

Item Type: Thesis (Professional Doctorate)
Murdoch Affiliation(s): Education
United Nations SDGs: Goal 4: Quality Education
Supervisor(s): Down, Barry and Saunders, Rebecca
URI: http://researchrepository.murdoch.edu.au/id/eprint/59275
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