Term of Award

Spring 2012

Degree Name

Doctor of Education in Education Administration (Ed.D.)

Document Type and Release Option

Dissertation (restricted to Georgia Southern)

Copyright Statement / License for Reuse

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.


Department of Leadership, Technology, and Human Development

Committee Chair

Meca Johnson-Williams

Committee Member 1

Barbara Mallory

Committee Member 2

Judith Repman

Committee Member 3

Repman, Judith


The purpose of this qualitative study was to examine teachers' perceptions of the role of instructional coaches in professional learning in a Georgia school district. Instructional coaches guided teachers to implement research-based classroom strategies and supported them with ongoing professional learning. Instructional delivery and student learning are at risk if teachers viewed instructional coaches and their role in professional learning in a negative light. Teachers indicated that the instructional coach played an important role in networking in professional learning sessions. Teachers also perceived instructional coaches have a positive effect for student achievement. The majority of teachers indicated that instructional coaches encourage collaboration with each other and provide informative professional learning sessions for the teachers. Teachers also felt that verbal communication in a tactful manner impacted their relationship with the instructional coach. If the teachers' perceptions were ignored, the instructional coaches might not have the opportunity to change or sustain their ongoing professional learning responsibilities.

OCLC Number


Research Data and Supplementary Material