Job-Embedded Coaching Experiences and Teacher Self-Efficacy for Integrating Digital Literacy

Abstract

This qualitative narrative inquiry research study used the conceptual framework of adult learning theory and Learning Forward's 11 Standards for Professional Learning to examine the impact of job-embedded coaching professional learning practices for increasing educators’ digital literacy skills, as well as how the transfer of these skills and curriculum integration prepares students for necessary technology skills needed in the current and future job markets. Descriptive data was collected from seven teachers at three distinct high school campuses in a southeast Texas school district that employ full-time digital learning coaches. Seven cross-sectional interviews were analyzed to determine if teachers perceive a job-embedded digital learning coach to have an influence on improving their digital literacy skills, as well as their practice of integrating digital literacy skills into their curriculum to improve student learning. The study found that despite instructional coaching practices being in place, crucial components were missing for successful implementation. Results indicated that teachers need awareness of state technology standards, coaches require a structured coaching cycle, growth measurement among educators and students is essential, and a clear leadership vision is necessary for effective coaching.