Coaching for Confidence: An Examination of the Relationship Between Literacy Coaching and Teacher Efficacy in Middle School English Language Arts Classrooms

The focus of this study was to portray the work of middle school literacy coaches as agents to increase teacher efficacy. Coaches and teachers in New York school districts participated in the study, which attempted to add to the research on teacher efficacy and coaching by authentically examining the experiences and perceptions of coaching. Data was collected using the Ohio State Teacher Efficacy Scale, interviews, focus groups, observations notes, and researcher notes. This study revealed that participating in the coaching experience increased teachers’ self-efficacy and that the teachers valued their literacy coach to provide resources, model lessons, assist with lesson planning, and most of all, provide classroom support with instructional strategies and classroom management. Teachers found that the coaching process provided the needed resources, collegiality, and expertise needed to support the execution of new instructional strategies and programs. The coaches in this study identified many improvements in teachers’ instructional delivery as they participated in the coaching process. Teachers indicated that the most important aspect of the coaching process was the character of the literacy coach. Literacy coaches who possessed good listening skills, patience, and were personable made the coaching process more effective. Thus, teachers expressed the impact of coaches’ personality on the success of the coaching process. The main findings of this study were that teachers perceived literacy coaching as a useful form of professional development. Teachers believed the coaching process strengthened their ability to deliver innovative instructional strategies, increase student engagement, and maintain classroom management