The Position of an Instructional Literacy Coach: A Case Study of the Perceptions of High School Administrators, Classroom Teachers, and Coaches in One Florida School District
Year: 2020
Type: article
Study design: Observational Study
Abstract: The purpose of this quantitative case study was to examine the position of an instructional literacy coach as perceived by high school administrators, teachers, and coaches in one Florida school district and to determine if any perceptual variance existed among those groups. A problem existed with understanding how the instructional literacy coach position manifested in different school contexts and how that manifestation impacted workplace dynamics. Given the dynamic nature of instructional coaching, this study further explored the level of congruence or incongruence between key faculty groups in order to better understand perceptions of coaching as a professional learning tool. The population of interest consisted of faculty members (N = 108) from eight public high schools. Data from the researcher-developed survey titled Perceptions of Instructional Literacy Coaches Instrument (PILCI©) were collected and analyzed. An evaluation of the data found statistically significant differences among faculty groups with respect to high school instructional coach perceptions. Overall, a moderate level of perceptual congruence existed between faculty groups (teacher-coach and coach-administrator) who were co-located in the school district hierarchy, while the differences that existed for teachers-administrators could not be explained by their position. Secondary faculty members will be informed through these findings about the perceived expectation of the instructional coach position within a school district that has a partnership with the University of Florida Lastinger Institute, and how that may impact workplace dynamics. The results also sought to improve organizational school leadership behavior, and to understand school-faculty relationships as it related to perceived successful professional learning outcomes.
Author: Rachel Miracolo
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W3027734894