Teacher Efficacy and the Effects of Coaching on Student Achievement

ontario institute for studies in education This research considers relationships between student achievement (knowledge and cognitive skill), teacher efficacy (Gibson Dembo, 1984), and interactions with assigned coaches (self-report measures) in a sample of 18 grade 7 and 8 history teachers in 36 classes implementing a specific innovation with the help of 6 coaches. Student achievement was higher in classrooms of teachers who had more contact with their coaches and in classrooms of teachers with greater confidence in the effectiveness of education. Teachers who relied on school administrators reported less involvement with their coaches and these teachers obtained lower student achievement. There was no interaction between efficacy and coaching, possibly because there was virtually no peer observation. Cette recherche porte sur les relations entre le rendement scolaire (connaissance et aptitude cognitive), l’efficacité des enseignants (Gibson et Dembo, 1984) et les interactions avec des aidants (mesures d’auto-évaluation) dans un échantillon de 18 enseignants d’histoire dans 36 classes de 7e et 8e année où était implantée