Author ORCID Identifier


Date of Award

Spring 5-12-2023

Degree Type


Degree Name

Doctor of Education (EdD)


Educational Policy Studies

First Advisor

Sheryl Cowart Moss, Ph.D.

Second Advisor

Robert Clayton Hendrick, Ph.D.

Third Advisor

Yinying Wang, Ed.D.


Schools may choose to employ staff members dedicated to helping teachers increase their sense of self-efficacy. The addition of these individuals contributes to an effective professional learning model; increasingly, it is instructional coaches who are serving as facilitators of professional learning (Knight, 2019). Teachers acknowledge the value in working with instructional coaches (Rush & Young, 2011), bringing credence to the federal legislation designed to promote the practice. Utilizing modified versions of the Ohio State teacher efficacy survey (OSTES) this dissertation research examined teachers’ and instructional coaches’ perceptions of self-efficacy and the possible implications of those perceptions in the field of educational leadership. Through purposive sampling of 361 teachers and 55 instructional coaches from elementary, middle, and high schools, descriptive statistics were used to explore the relationship between instructional coaches’ and teachers’ perceptions of self-efficacy in three specific domains: (1) instructional strategies, (2) classroom management, and (3) student engagement. The Statistical Package for the Social Sciences (SPSS) was used to split data into two groups (teachers and coaches). Three One-Way ANOVA tests (one for each domain) were run to determine if there were any differences between efficacy ratings based on gender, grade-level, and years of teaching experience and coaching experience—Group 1: 0-2 years, Group 2: 3-10 years, and Group 3: 10 or more years. Dunnet’s T3 post hoc tests were used to compare pair-wise groups to locate any significant differences. Only one pair-wise comparison between Group 1 and Group 3 yielded a significant difference: the Classroom Management domain.

INDEX WORDS: Instructional coaching, self-efficacy, perception, instructional strategies, student engagement, classroom management


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