Date of Award

2026-05-01

Degree Name

Doctor of Education

Department

Educational Leadership and Administration

Advisor(s)

Rodolfo Rincones

Abstract

This qualitative study uses a constructivist grounded theory approach to explore elementary teachers' perspectives as they work with instructional coaches on their campuses. The primary purpose of the study is to examine teachers' perspectives and gain insight into how these interactions influence their professional practice. Participants included elementary teachers from a single campus in El Paso, Texas, all of whom have had experience working and collaborating with instructional coaches. The constructivist grounded theory provides a lens for examining participating teachers' lived experiences. Semi-structured interviews were used to collect data. Convenience sampling was used, allowing flexibility in selecting participants for the study. This study contributes to research by offering a deeper understanding of instructional coaching as a form of job-embedded professional development. The findings highlight how instructional coaching can support teacher growth and influence student academic outcomes.

Language

en

Provenance

Received from ProQuest

File Size

109 p.

File Format

application/pdf

Rights Holder

Maria Erika Avalos-Fernandez

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