The effects of cognitive coaching on initially licensed teachers
- UNCW Author/Contributor (non-UNCW co-authors, if there are any, appear on document)
- Karen Baker (Creator)
- Institution
- The University of North Carolina Wilmington (UNCW )
- Web Site: http://library.uncw.edu/
- Advisor
- Scott Imig
Abstract: This study looks at the effects of cognitive coaching (CC) on Initially
Licensed Teachers (ILT). Specifically the study examines if CC increases an
ILTs level of self-efficacy and if it increases a teacher’s intentions to remain in the
field of education. Using Bandura’s 30-item “Teacher Self Efficacy Scale” ILTs
rated their perceived self-efficacy. The ILTs also completed a Teacher Intentions
Survey. The mentors completed an assessment to measure their current
knowledge of cognitive coaching which was compared to the ILTs level of selfefficacy.
Lack of valid data made it impossible to compare mentor knowledge
and ILT intentions to stay in the field. However, a relationship was found
between the ILTs level of self-efficacy and the mentor’s knowledge. A follow-up
focus group was held to further understand ILTs opinions of the cognitive
coaching process and induction program. Analysis revealed several themes
from the focus group dialogue. These themes indicate that teachers value the
actual cognitive coaching process, but teachers hold many concerns about the
time, effort, and relevance of mandated meetings and paperwork.
The effects of cognitive coaching on initially licensed teachers
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Created on 1/1/2009
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Additional Information
- Publication
- Thesis
- A Thesis Submitted to the University of North Carolina Wilmington in Partial Fulfillment of the Requirements for the Degree of Master of Education
- Language: English
- Date: 2009
- Keywords
- Learning strategies, Teachers--In-service training--United States
- Subjects
- Teachers -- In-service training -- United States
- Learning strategies