1. UKM Learning and Research Repository
2. PHD Thesis / Tesis PHD
3. Faculty of Education / Fakulti Pendidikan

Title:	Exploration of School Improvement Specialist Coaches Plus (SISC+) and coached English language teachers' experiences of the coaching programme
Authors:	Zubaidah Bibi Mobarak Ali (P88498)
Supervisor:	Hamidah Yamat, Assoc. Prof. Dr.
Keywords:	School Improvement Specialist Coach/es Plus (SISC+) Teacher -- Coaching programme Teacher -- English language Universiti Kebangsaan Malaysia -- Dissertations Dissertations, Academic -- Malaysia
Issue Date:	10-Aug-2020
Description:	This study was embarked on to explore the School Improvement Specialist Coach/es Plus (SISC+) and coached English Language (EL) teachers experiences of the coaching programme. Foregrounding on 'experiences' and 'coaching programme' through a qualitative lens, emerged themes: building partnerships, coaching activities, coaching strategies, coaching areas, coaching effect and facilitative factors. This study employed a multiple-case study design and roped in three SISC+, and nine coached EL teachers. The participants worked in three different districts: rural, urban and suburban. With two primary research questions, data were collected through two rounds of interviews, lesson observations, post-conference coaching observations, and documents. Analysis of data was guided by Braun and Clarke's six-step thematic analysis with the help of ATLAS.ti. The overall finding is the teacher coaching programme administered by the SISC+ is proven to be an initiative that can effectively support EL teachers with on-going job-embedded CPD through the elements of coaching and mentoring. In detail, the teacher coaching programme that is practised in the Malaysian public schools is intensive, differentiated assistance for teachers. It is given by a knowledgeable on-site professional known as SISC+, who partners with EL teachers to distinguish and assist with the execution of research-based instructional practices. The SISC+ support EL teachers' professional growth and hone their instructional practices in the four areas of teaching practices and language skills that have the probability of affecting the way they educate and students learn positively by establishing connections; promoting thinking, reflections and collaboration; engaging in various one-on-one and group coaching activities; incorporating partnership principles and utilising numerous coaching strategies. These findings reveal significant understandings regarding how SISC+ were able to achieve teacher acceptance and support teacher learning. Based on the findings, there were implications on theories, methodology, and pedagogy. This study also has paved ways for more related research in the future. It was concluded that to create a thriving coaching programme; there is a need for support at the macro and micro levels. When EL teachers are provided with high-quality CPD opportunities, it can lead to increased teacher capacity and higher student outcomes.,Ph.D
Pages:	572
Publisher:	UKM, Bangi
Appears in Collections:	Faculty of Education / Fakulti Pendidikan

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.