Campus Location

Dallas Campus (Online)

Date of Award


Document Type



Organizational Leadership

Degree Name

Doctor of Education

Committee Chair or Primary Advisor

Christie Bledsoe

Second Committee Member or Secondary Advisor

Julie M. Lane

Third Committee Member or Committee Reader

Mark Weatherly


This study addressed the problem of retention for novice teachers in struggling schools. The purpose of this qualitative multiple case study was to provide insight into the support instructional coaches provide novice teachers in an urban school district. School administrators have worked to determine the best method for utilizing their instructional coach to improve instructional practices and increase novice teacher retention. Data were collected using structured interviews with instructional leadership team members and their novice teachers. Three research sites were used, including one elementary, middle, and high school in an Oklahoma large urban school district. Findings indicated that good instructional coaching is job-embedded, inspires teachers to become collaborative learners, and requires implementation monitoring and support. Additional findings revealed that instructional coaches require sufficient time in the classroom to observe, give feedback, suggest strategies, model, support reflection, and assist classroom teachers in their practice. For novice teachers, modeling, providing feedback, helping build relationships, and monitoring their implementation were the most effective instructional coaching methods for improving classroom management. The conclusion was that the Oklahoma Independent School District should consider having instructional coaches at all K–12 campuses. In addition, novice teachers should remain open to receiving feedback, build relationships with students and staff, support collaborative practices, apply instructional strategies, and analyze data to determine effectiveness. Instructional coaches and novice teachers would benefit from a relationship of trust and vulnerability.

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.



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