- Collection:
- Atlanta University and Clark Atlanta University Theses and Dissertations
- Title:
- The perceptions of principals, teachers, and peer coaches regarding a school district's peer coaching model and its impact on teaching practices, teacher collaboration, and teacher morale, 1991
- Creator:
- Hodges, Olivia J.
- Date of Original:
- 1991-12-01
- Subject:
- Degrees, Academic
Dissertations, Academic - Location:
- United States, Georgia, Fulton County, Atlanta, 33.749, -84.38798
- Medium:
- theses
- Type:
- Text
- Format:
- application/pdf
- Description:
- This study was designed to investigate the perceptions of principals, teachers, and peer coaches regarding a metropolitan Atlanta school district's model of peer coaching and its impact on teaching practices, teacher collaboration, and teacher morale. The research design for the study was a quasi- experimental research design and a causal comparative study. Ten schools from a metropolitan Atlanta school district were selected as a sample for the study. A questionnaire was used to collect the data needed for analysis. The t_ test and an analysis of variance were used to analyze all data collected. An analysis of the data showed that teachers in control and experimental schools perceived that effective teaching practices, teacher collaboration, and good teacher morale existed in schools. Also, experimental teachers and peer coaches differed in their perceptions of teaching practices in experimental schools as determined by the Scheffe test of significant differences. The conclusions of the study were that teacher collaboration and good teacher morale exist in those schools with and without the district's peer coaching model. The district's model apparently creates an awareness among teachers. Also, an analysis of variance and a Scheffe test of significant differences indicated a difference between peer coaches and teachers in experimental schools regarding teaching practices. The study found that peer coaches scored those items on the questionnaire related to teaching practices more critically than teachers. There was no significant difference found among principals, peer coaches, and teachers on the two remaining variables of teacher collaboration and teacher morale. The implications were that peer coaches were critical of their teaching practices. This may be due to the fact that they were trained in effective teaching practices. Also, the peer coaching model studied lends itself to formal evaluation since the peer coach is trained in effective teaching practices and the teacher was not trained.
- External Identifiers:
- Metadata URL:
- http://hdl.handle.net/20.500.12322/cau.td:1991_hodges_olivia_j.pdf
- Rights Holder:
- Clark Atlanta University
- Holding Institution:
- Atlanta University Center Robert W. Woodruff Library
- Rights:
-
