Perceptions of Classroom Management Coaching at District A Independent School District

This study addressed teacher retention and research-to-practice gaps in the literature related to classroom management coaching and what types of teacher support are the best and why. The purpose of this qualitative case study was to explore the perceptions of teachers, campus administrators, and campus intervention coaches regarding District A Independent School District’s campus intervention coach model. This study attempted to understand better the perceptions of how the campus intervention coach model influences teachers’ decisions to remain in the profession; how teachers, campus administrators, and campus intervention coaches perceive the campus intervention coach model’s effectiveness in reducing the percentage of students involved in disciplinary referrals; and what recommendations teachers, campus administrators, and campus intervention coaches had on how to improve the campus intervention coach model. The research was conducted using semistructured Zoom interviews of teachers, administrators, and campus intervention coaches in District A Independent School District. Findings indicated that teachers, administrators, and campus intervention coaches perceived building relationships and building teacher efficacy as strategies that influence teachers’ decisions to remain in the profession. Additional findings revealed that teachers, administrators, and campus intervention coaches perceived that assisting teachers with establishing a well managed classroom and setting all students up for success influenced decreasing the percentage of students involved in disciplinary referrals. Recommendations for improving the program in both areas included increasing the coaching workforce, aligning all stakeholders, increasing campus intervention coach presence on campus, and equipping teachers through additional training on Tier 1 and Tier 2 behavior interventions, cultural diversity, and social-emotional learning