Leadership Studies Ed.D. Dissertations


The Impact of Literacy Coaching Within the Literacy Collaborative Framework on Teachers' Overall Sense of Efficacy in Literacy Instruction

Date of Award


Document Type


Degree Name

Doctor of Education (Ed.D.)


Leadership Studies

First Advisor

Rachel A. Vannatta (Advisor)

Second Advisor

Alberto Gonzalez (Other)

Third Advisor

Paul A. Johnson (Committee Member)

Fourth Advisor

Patricia L. Scharer (Committee Member)

Fifth Advisor

Chris Willis (Committee Member)


Literacy coaching is one professional development method for improving teacher expertise in reading instruction and providing continuous and job-embedded support (Lyons & Pinnell, 2001; Rodgers & Rodgers, 2007; Toll, 2005). Currently, a gap exists in the literature regarding studies examining the effects of specific coaching models (Garret, 2008) and the impact on Teachers’ Sense of Efficacy in Literacy Instruction. The lack of a literacy coaching model can produce confusion among school leaders to create a clear vision for literacy improvement (Mraz et al., 2008). Therefore, this study adds to the developing literature.

The purpose of this quasi-experimental retrospective study was to examine teachers’ perceptions in regards to the impact of literacy coaching within The Literacy Collaborative program across one academic school year through the measurement of Teachers’ Sense of Efficacy in Literacy Instruction as measured by the TSELI Scale (Tschannen-Moran & Johnson, 2011). Primary (K-3) and intermediate (4-6) teachers and literacy coaches from one large, urban school district in Southeast Ohio participated in the study. Teachers (n = 104) completed the Teachers’ Response to Literacy Coaching Survey (TRLCS). The TRLCS contains 35 close-form items. Literacy coaches (n = 13) completed the Literacy Coach Perception Survey (LCPS). The LCPS includes 10 closed-form items. Survey items for the TRLCS and LCPS were selected from two existing instruments and modified into a retrospective pre/posttest design.

Data were analyzed using t-test of related samples and forward multiple regression. The theoretical framework of self-efficacy was the foundation for this study (Bandura, 1977). Data analyses revealed the following broad conclusions as a result of literacy coaching in year 2 of The Literacy Collaborative framework: 1) Significant increase in overall TSELI and all TSELI items. 2) Teachers perceived the greatest gain of working with a literacy coach to be in matching differentiated reading materials to the accurate level for students in their classrooms. 3) The growth of TSELI after working with a trained Literacy Collaborative coach decreases as teachers’ years of teaching experience increase. 4) Moving through year 2 of Literacy Collaborative implementation had a large effect on improving coaches’ perception of support and overall experience of The Literacy Collaborative within their schools.