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Instructional coaches’ perceptions of professional development: An exploration of the Qatari school-based support program

Youmen Chaaban (College of Education, Qatar University, Doha, Qatar)
Abdullah Abu-Tineh (College of Education, Qatar University, Doha, Qatar)

International Journal of Mentoring and Coaching in Education

ISSN: 2046-6854

Article publication date: 4 December 2017

310

Abstract

Purpose

The purpose of this paper is to examine the development of a professional development (PD) model for educator growth and learning that is embedded into the school context in Qatar. Because the success of a PD program in practice cannot be judged against its theoretical underpinnings, the paper goes on to examine the perceptions of instructional coaches on the effectiveness of the PD model.

Design/methodology/approach

Through the use of a qualitative, constant comparative approach, data were collected from 19 instructional coaches through open-ended surveys followed by focus group interviews. The instructional coaches provided information about the strengths of the PD program, the challenges they faced in their day-to-day implementation of the program, and their suggestions for the improvement of the program’s implementation and outcomes.

Findings

The instructional coaches reported several strengths, which were compatible with the literature on effective PD. However, the challenges they faced were deeply rooted within the inherent structure of the program, in addition to external challenges at both the school and Ministry of Education levels. Thus, a general consensus on the way that the program should be implemented was reached.

Originality/value

The study revealed the complexity inherent in transferring research-based principles and theory into practice. It indicated that the components of PD programs interact within complex social settings.

Keywords

Citation

Chaaban, Y. and Abu-Tineh, A. (2017), "Instructional coaches’ perceptions of professional development: An exploration of the Qatari school-based support program", International Journal of Mentoring and Coaching in Education, Vol. 6 No. 4, pp. 266-284. https://doi.org/10.1108/IJMCE-12-2016-0079

Publisher

:

Emerald Publishing Limited

Copyright © 2017, Emerald Publishing Limited

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