The Effects of Cognitive Coaching on Teacher Efficacy and Empowerment.

Abstract

This study examined the relationship between training in Cognitive Coaching and a number of qualitative and quantitative components of teacher cognition and behavior hypothesized to be positively impacted by such training. Cognitive Coaching involves a planning conference between coach and teacher, classroom observation, and a reflecting conference. The research was conducted in the context of a quasi-experimental post-test only design with 143 participants in 2 groups, one of which received training one year earlier than the other group. The control group received no training. Results were measured by the Teacher Efficacy Scale and The Vincenz Empow,rment Scale (subscales are potency, independence, relatedness, motivation, values, and joy of life). Participants in the experimental group received training in 1991 or 1992. Those trained in 1991 tended to score higher on the empowerment scales than both the group trained in 1992 and the control group, and women tended to score higher than men. On the Efficacy Scale, 11 of 12 comparisons with the control group indicated higher efficacy scores for Cognitive Coaching trainees. Teachers trained in Cognitive Coaching were significantly more satisfied with teaching as a career than those not trained. Those who took Cognitive Coaching training expressed more positive feelings about all aspects of their experience as teachers than those who did not. (Contains 73 references.) (JB) Reproductions supplied by EDRS are the best that can be made from the original document. ************************************************:.AA******************** The Effects of Cognitive Coaching on Teacher Efficacy and Empowerment Jennifer L. Edwards, Ph.D. Department of Education Colorado Christian University Lakewood, Colorado Rae R. Newton, Ph.D. Department of Sociology California State University Fullerton Paper presented at the Annual Meeting of the American Educational Research Association San Francisco, CA April, 1995 I I AR A. 0,1A, II ,,11,11( I :NI 11:1,1A11,1t, I 411 I) I IN I I II I. I I.. I I BEST COPY AVAILABLE 1) 4.0 rt kr.if!,!,1(.N ur Pkt II I I f FEW, MA IF RIA1 Foton, BEE N (,HANTED BY TO THE EDUCA I IONAI RFSOURUES INFORMATI(IN CENTER (ERIC) ABSTRACT The purpose of this study was to determine the effects of Cognitive Coaching training and practice on teacher efficacy and empowerment. Efficacy was measured with the Teacher Efficacy Scale (Cronbach's Alpha = 77) (Gibson & Dembo, 1984), consisting of the subscales of Personal Teaching Efficacy (I can make a difference) and Teaching Efficacy, or outcome expectancy (teachers can make a difference). The Vincenz Empowerment Scale (Cronbach's Alpha = .94) (Vincenz, 1990) was used to measure teacher empowerment. It includes the subscales of 1) Potency, 2) Independence, 3) Relatedness, 4) Motivation, 5) Values, and 6) Joy of Life. The Values subscale was not used in this study. Participants in the experimental group received training in Cognitive Coaching in either 1991 or 1992. Those trained in 1991 tended to score higher on the empowerment subscales than both the group trained in 1992 and the control group, and women tended to score higher than men. Those trained in 1991 and women scored significantly higher than those trained in 1992 and men or the control group on the Motivation and Joy of Life subscales. On the Teacher Efficacy Scale, all but one comparison out of 12 with the control group showed that those who we trained in Cognitive Coaching had higher efficacy scores. As was the case with empowerment, those teachers who were farther removed from training showed greater differences from the control group than those who were trained more recently. On the total Teacher Efficacy Scale and on the Teaching Efficacy subscale (outcome expectancy), those who took Cognitive Coaching training scored significantly higher than those who did not, but differences in Personal Teaching Efficacy were not statistically significa!it. In addition, those who did more coaching scored higher on both Teaching Efficacy and Total Efficacy, but not on Personal Efficacy. Significance was obtained for number of coaching cycles with total empowerment scores, Independence, and Motivation. Potency and Joy of Life were significant at .10. In addition, teachers trained in Cognitive Coaching were significantly more satisfied with teaching as a career than those not trained. Those who took Cognitive Coaching training expressed more positive feelings about all aspects of their experience as teachers than those who did not take Cognitive Coaching. Both experimental and control groups expressed positive attitudes toward Cognitive Coaching. Seventy-three references are included.The purpose of this study was to determine the effects of Cognitive Coaching training and practice on teacher efficacy and empowerment. Efficacy was measured with the Teacher Efficacy Scale (Cronbach's Alpha = 77) (Gibson & Dembo, 1984), consisting of the subscales of Personal Teaching Efficacy (I can make a difference) and Teaching Efficacy, or outcome expectancy (teachers can make a difference). The Vincenz Empowerment Scale (Cronbach's Alpha = .94) (Vincenz, 1990) was used to measure teacher empowerment. It includes the subscales of 1) Potency, 2) Independence, 3) Relatedness, 4) Motivation, 5) Values, and 6) Joy of Life. The Values subscale was not used in this study. Participants in the experimental group received training in Cognitive Coaching in either 1991 or 1992. Those trained in 1991 tended to score higher on the empowerment subscales than both the group trained in 1992 and the control group, and women tended to score higher than men. Those trained in 1991 and women scored significantly higher than those trained in 1992 and men or the control group on the Motivation and Joy of Life subscales. On the Teacher Efficacy Scale, all but one comparison out of 12 with the control group showed that those who we trained in Cognitive Coaching had higher efficacy scores. As was the case with empowerment, those teachers who were farther removed from training showed greater differences from the control group than those who were trained more recently. On the total Teacher Efficacy Scale and on the Teaching Efficacy subscale (outcome expectancy), those who took Cognitive Coaching training scored significantly higher than those who did not, but differences in Personal Teaching Efficacy were not statistically significa!it. In addition, those who did more coaching scored higher on both Teaching Efficacy and Total Efficacy, but not on Personal Efficacy. Significance was obtained for number of coaching cycles with total empowerment scores, Independence, and Motivation. Potency and Joy of Life were significant at .10. In addition, teachers trained in Cognitive Coaching were significantly more satisfied with teaching as a career than those not trained. Those who took Cognitive Coaching training expressed more positive feelings about all aspects of their experience as teachers than those who did not take Cognitive Coaching. Both experimental and control groups expressed positive attitudes toward Cognitive Coaching. Seventy-three references are included.