Title

Regular and Special Education Teachers' Perception of a Selected Model of Collegial Coaching

Date of Award

1997

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership and School Counseling

First Advisor

Edgar H. Bedenbaugh

Advisor Department

Educational Leadership and School Counseling

Abstract

Collegial coaching is one of many different models of peer coaching. The major goals of collegial coaching are to refine teaching procedures, to increase professional dialogue, and to help teachers become self-reflective about teaching practices. The model assumes that teachers will acquire and deepen career-long habits of self-initiated reflection about their teaching. When teachers work collaboratively together, regular and special education students chances for academic success improves. This study investigated the differences of perception held by regular and special elementary education teachers regarding collegial coaching. In addition, the relationship between elementary teacher groups' perception of collegial coaching model components and the variables of entry age, current age, classroom experience, educational level, grade level, and subject area were also examined. The subjects of this study consisted of regular and special education elementary teachers in grades kindergarten through grade 6 in eight selected elementary schools. A total of 165 subjects voluntarily completed the Personal Data Form and Stages of Concern Questionnaire, SoCQ. Of the 165 subjects, 129 were regular education teachers and 36 were special education teachers. The findings of the research indicated that regular education teachers are more concerned about collegial coaching than special education teachers. The study also indicated that a difference existed between the teacher groups and their level of concern about collegial coaching according to age levels. The concern was greater at the medium age level than was found at the low and high age levels. In addition the study indicated that the difference between the levels of concern of the teacher groups according to experience levels was greater at the low and high experience levels than at the medium level of experience.