DigitalCommons@USU
metadata only
Instructional Coaching and Teacher Self-Efficacy
Instructional coaching is one way schools help teachers grow in their practice, but it is not always clear how frequently coaching should occur. This study looked at whether teachers’ confidence was related to the support they received from instructional coaches and how often that support occurred.
Conceptio Open Archive
Analyze & explore related research in Conceptio
Connect this record directly into your research workflow or AI agent. Explore citations across open repositories, query full text, and export structured proof bundles.
This document is indexed with metadata only: full text is not available in the archive for this record. Open the official source ↗
Related documents
- Effect of Teaching Practice on Self Confidence of Would Be Secondary School Teachers#174305
- The moderating effects of teacher's self-efficacy on the relationship of job satisfaction to teacher's autonomy, perceived collective efficacy and supervisory support#639078
- The Mediating Role of Self-Esteem on the Relationship Between Teachers’ Involvement in Decision-Making and Commitment Among Newly Hired Elementary Teachers of T’boli 2 District#344409
- General Education Teachers' Perception of Self-Efficacy and Factors That Affect Those Perceptions#176142
- An evaluation of instructional coaching at selected high schools in North Louisiana and its effect on student achievement, organizational climate, and teacher efficacy#957990
Record · ID 1433461
Retrieved via Conceptio: every document is proof-bundled with source, license, and retrieval metadata.
Retrieved via Conceptio: every document is proof-bundled with source, license, and retrieval metadata.
Bring this data into your agent: Connect via MCP or API · 20 free credits to start · no card required
Read the Docs → · View CLI source on GitHub · Conceptio Open Knowledge Archive
Read the Docs → · View CLI source on GitHub · Conceptio Open Knowledge Archive