The Effects of Coaching on Teacher Implementation of Instructional Strategies
Renee Cottman
July 2004
The purpose of this study was to investigate whether there is a link between a
participatory management style of coaching and an increase in the frequency of teacher
implementation of instructional strategies. Three primary grade teachers in an urban
elementary school setting participated in this study. The frequency of implementation of
specific instructional strategies was recorded using an instrument designed by the
examiner. An instrument designed by the examiner was also used to record the type and
frequency of coaching support provided. Results supported a weak positive association
between increased frequency of teacher implementation of an instructional strategy and
teacher participation in a participatory management style of coaching. Further research is
warranted to examine whether results can be generalized in other staff development
studies involving coaching.