Date of Award

Spring 5-9-2026

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

First Advisor

Keith Carpenter

Second Advisor

Merinda Pratt

Third Advisor

Bethany Powers

Abstract

The purpose of this qualitative exploratory case study was to explore the perceptions of secondary public school teachers in rural Appalachia, Tennessee, regarding how instructional coaching influenced their self-efficacy based on Bandura’s (1997) theory of self-efficacy. I examined teachers’ lived experiences with instructional coaching within the unique context of rural Appalachia. I collected data through questionnaires and semi-structured interviews with teachers across multiple rural districts in the rural Appalachian region of Tennessee. I followed Yin’s (2018) case study approach, employing coding and thematic analysis to identify recurring patterns. My findings revealed that instructional coaching strengthened teacher self-efficacy by fostering trust, collaboration, and individualized professional support. Participants emphasized that meaningful relationships with instructional coaches, modeled practice, and consistent feedback contributed to sustained professional growth. I discovered that structural barriers, such as time constraints and limited resources, occasionally hindered implementation. Overall, participants perceived instructional coaching as a valuable and relational process that promoted teacher confidence and instructional improvement within the context of rural Appalachian education.

Keywords

Appalachian Schools, Instructional Coaching, Professional Development, Rural Education, Secondary Teachers, Teacher Self-Efficacy

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