Early Career Teacher's Perceptions of Instructional Coaching on Self-Efficacy

The purpose of this qualitative narrative study was to explore how Early Career Teachers (ECTs) perceive the ways in which virtual coaching influenced their self-efficacy, or confidence. Utilizing a narrative approach, the study posed two primary research questions: 1) What are the experiences of ECTs during virtual coaching? and 2) How do ECTs perceive the impact of virtual coaching on their self-efficacy? Using In Vivo coding as well as Deductive and Structural Coding on Dedoose, the study uncovered three key findings: diverse coaching experiences led to various sources of self-efficacy; teachers were more influenced by the quality of the coach than by the format of coaching or its relationship to evaluations; and elements of Bandura's Self-Efficacy Theory (1997) were evident in the narratives. Data revealed that whileffects generally demonstrated medium to high levels of self-efficacy, not all directly attributed this to their virtual coaching experiences. Further, the study found a nuanced relationship between self-efficacy scores and attitudes toward coaching, suggesting the need for future research in this area. Another notable result was the indistinct boundary between virtual and in-person coaching experiences, raising questions about the comparative effectiveness of these two modalities. These findings hold substantial implications for educational stakeholders, emphasizing the need for individualized coaching strategies that not only bridge skill gaps but also fortify teacher confidence and resilience. The study underscores the critical role of self-efficacy and suggests that matching teachers with appropriately specialized coaches could optimize coaching effectiveness. Future research should further explore the relationship between coaching and self-efficacy and the potential advantages or disadvantages of virtual versus in-person coaching modalities.