Instructional talk-throughs: The effect of peer coaching on teacher efficacy

Seth Walter Powers, Fayetteville State University


The desire to increase the quality of teachers in classrooms has prompted educators, policy-makers, and researchers to search for the most effective models of teacher professional development. One model that utilizes a peer-coaching component and shows promise for improving teaching capacity is the Instructional Talk-Through (ITT) process. A case study on the Instructional Talk-Through model was conducted in a medium sized, rural, school district in North Carolina with 47 teachers of varying gender, experience and assignment participating to determine effects on perceived self-efficacy and student achievement. Research was also conducted to determine if participation in the ITT process contributed to teachers' perceived improved leadership abilities. Through quantitative research in the form of the Teachers' Sense of Efficacy Scale and qualitative research in the form of open-ended question responses, the study found inconclusive links to increased student achievement but significant increases in teacher self-efficacy related to student engagement, instructional strategies, and classroom management. The study also revealed increased self-reports of improved leadership ability attributed to both teacher desire and action in sharing new strategies with colleagues.

Subject Area

Education|Teacher education

Recommended Citation

Powers, Seth Walter, "Instructional talk-throughs: The effect of peer coaching on teacher efficacy" (2014). ETD Collection for Fayetteville State University. AAI3664594.