Coaching and Professional Development Plan: Increasing Teacher Efficacy and Improving Student Outcomes in Pre-K

Abstract

This study examined teachers’ sense of efficacy, teacher perception on professional development and collaboration opportunities, and professional development and coaching needs in a suburban school district. The conceptual framework that guided the inquiry includes Vygotsky’s sociocultural theory, Lave and Wenger’s community of practice (CoP), and Bandura’s social cognitive theory of teacher efficacy. The research showed four major findings. 1) teachers had a high sense of efficacy and believed they helped students succeed. 2) teachers had a strong desire to collaborate, although collaboration opportunities did not always exist. 3) teachers found the professional development they received to be relevant but desired more professional development choices and interactions. 4) teachers valued the coaching relationship but wanted more feedback for growth. The recommendations based on the findings are implementing a peer coaching model, creating a professional development plan, and offering virtual coaching and feedback sessions for continued growth.