 Teachers’ Perceptions of Instructional Coaches’ Practices in Professional Learning CommunitiesHamada Elfarargy, Beverly J. Irby, Erin A. Singer, Rafael Lara-Alecio, Fuhui Tong and Elisabeth Pugliese SAGE Open, 2022, vol. 12, issue 3, 21582440221116103 Abstract: In this study, we investigated Texas teachers’ perceptions of instructional coaches’ (ICs) practices that improve professional learning communities (PLCs) to enhance teachers’ instructional capacities. The study’s participants included 67 teachers from rural, urban, and suburban school districts across the state of Texas. They enrolled in a virtual professional development (VPD) module related to improving instruction in high needs schools. Data were collected from participants via an open-ended survey. To answer the study research question, we employed a qualitative phenomenological research approach. Findings indicated that teachers perceived ICs can perform two main types of practices that contribute to enhancing PLC meetings: (a) practices for creating a safe PLC learning environment and (b) practices in PLCs for enhancing teachers’ instructional capacities. Our findings add to the literature providing the first empirical study in which researchers investigated teachers’ perceptions about ICs’ practices within PLCs. Keywords: instructional coaching; professional learning communities; instructional capacity; instructional coaches; teacher professional development (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:12:y:2022:i:3:p:21582440221116103 DOI: 10.1177/21582440221116103 Access Statistics for this article More articles in SAGE Open |
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