THE EFFECTIVENESS OF INSTRUCTIONAL
COACHING IN PROMOTING COLLABORATIVE
LEARNING PRACTICE AMONG TEACHERS IN
SECONDARY SCHOOLS IN KUALA LUMPUR
BY
HAMILIYA BINTI MUSTAFA
A dissertation submitted in fulfilment of the requirement for
the degree of Master of Education
Kulliyyah of Education
International Islamic University Malaysia
AUGUST 2017
ii
ABSTRACT
Instructional Coaching as an on-going, based on one-on-one or small group
professional development, is expected to assist teachers in the Professional Learning
Community efforts to encourage teachers‟ life-long learning. This study investigates
the effectiveness of instructional coaching in promoting collaborative learning among
teachers in public secondary schools in Kuala Lumpur. A survey was conducted
amongst Mathematics, English Language and Bahasa Malaysia teachers who were
involved in collaborative learning led by instructional coaches. The 342 respondents
involved in the study are from two groups. The first group consists of teachers who
received personal instructional coaching from the Instructional Coaches, and the
second group are those who were facilitated and guided through group sessions led by
an Instructional Coach. The objective of this survey is to assess the collaborative
working culture among teachers in secondary schools, to examine therelationship
between instructional coaching practice and teacher collaborative learning and to
investigate the impact of Instructional Coaching on teacher learning, which is
considered as part of their professional development. The outcome indicates that the
coached teachers, as compared to the un-coached ones demonstrated a significantly
higher mean in the collaborative attitude and the impact on professional development.
The components of Instructional Coaching prescribed in the study i.e. Interpersonal
Relation, Resources, Motivation, Feedback, and Modelling were significantly
correlated with the Teacher Learning. In addition, the Modelling and Motivation
elements possessed by the coaches in collaborative practices are identified as the main
critical predictors for the Teacher Learning.
iii
خلاصة البحثABSTRACT IN ARABIC
إن التدريب التعليمي الفردي أو من خلال مجموعات صغيرة كوسيلة مستمرة للتطوير المهني من المتوقع أن يدعم مجهودات المعلمين في مجتمع التعليم المهني لتشجيعهم على التعليم
تعلم التعاوني بين معلمي المستدام. هذه الدراسة تبحث فاعلية التدريب التعليمي في ترويج الالمدارس الثانوية الحكومية في كوالالمبور. وتم إجراء استبيان بين معلمي مادة الرياضيات واللغة الإنجليزية واللغة الماليزية الذين سبق لهم أن شاركوا في التعلم التعاوني من قبل بقيادة المدربين
معلما إلى مجموعتين؛ المجموعة 243ددهم وتم تقسيم المشاركين في الاستبيان وع .التعليميينالأولى تشمل المعلمين الذين تلقوا التدريب بشكل فردي من المدربين. أما المجموعة الثانية فتشمل المعلمين الذين شاركوا في مجموعات تدريبية تدار بواسطة أحد المدربين. والهدف من
ي المدارس الثانوية، لدراسة العلاقة بين هذه الدراسة هو تقييم ثقافة العمل التعاوني بين معلمممارسة التدريب التعليمي والتعلم التعاوني للمعلم، ولدراسة تأثير التدريب التعليمي على
وتشير نتائج الدراسة إلى أن المعلمين الذين .المعلمين، والذي يعتبر جزءا من تطويرهم المهنيالتدريب أظهروا نتائج أعلى في سلوكهم التعاوني تلقوا التدريب مقارنة بأقرانهم الذين لم يتلقوا
كما أثبتت الدراسة أن عناصر التدريب التعليمي المنصوص .وتأثيرهم على التطوير المهنيعليها في هذه الدراسة والتي تشمل العلاقة بين الأشخاص، الموارد، التحفيز، الملاحظات،
كما ظهر أن عناصر التحفيز والنمذجة .والنمذجة، أنها مرتبطة بشكل كبير مع تعليم المعلم التي يمتلكها المدربون في الممارسات التعاونية هي العناصر الرئيسة في تعليم المعلم.
iv
APPROVAL PAGE
I certify that I have supervised and read this study and that in my opinion, it conforms
to acceptable standards of scholarly presentation and is fully adequate, in scope and
quality, as a dissertation for the degree of Master of Education.
…………………………………..
Madihah Khalid
Supervisor
I certify that I have read this study and that in my opinion it conforms to acceptable
standards of scholarly presentation and is fully adequate, in scope and quality, as a
dissertation for the degree of Master of Education.
…………………………………..
Suhailah Hussien
Examiner
This dissertation was submitted to the Department of Curriculum and Instruction and
is accepted as a fulfilment of the requirement for the degree of Master of Education.
…………………………………..
Madihah Khalid
Head, Department of Curriculum
and Instruction
This dissertation was submitted to the Kulliyyah of Education and is accepted as a
fulfilment of the requirement for the degree of Master of Education.
…………………………………..
Hairuddin Mohd Ali
Dean, Kulliyyah of Education
v
DECLARATION
I hereby declare that this dissertation is the result of my own investigations, except
where otherwise stated. I also declare that it has not been previously or concurrently
submitted as a whole for any other degrees at IIUM or other institutions.
Hamiliya Binti Mustafa
Signature ........................................................... Date .........................................
vi
INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA
DECLARATION OF COPYRIGHT AND AFFIRMATION OF
FAIR USE OF UNPUBLISHED RESEARCH
THE EFFECTIVENESS OF INSTRUCTIONAL COACHING IN
PROMOTING COLLABORATIVE LEARNING PRACTICE
AMONG TEACHERS IN SECONDARY SCHOOLS IN KUALA
LUMPUR
I declare that the copyright holder of this dissertation is International Islamic
University Malaysia.
Copyright © 2017 International Islamic University Malaysia. All rights reserved.
No part of this unpublished research may be reproduced, stored in a retrieval system,
or transmitted, in any form or by any means, electronic, mechanical, photocopying,
recording or otherwise without prior written permission of the copyright holder
except as provided below
1. Any material contained in or derived from this unpublished research may
only be used by others in their writing with due acknowledgement.
2. IIUM or its library will have the right to make and transmit copies (print
or electronic) for institutional and academic purposes.
3. The IIUM library will have the right to make, store in a retrieved system
and supply copies of this unpublished research if requested by other
universities and research libraries.
By signing this form, I acknowledged that I have read and understand the IIUM
Intellectual Property Right and Commercialization policy.
Affirmed by Hamiliya Binti Mustafa
……..…………………….. ………………………..
Signature Date
vii
All praise be to Allah, the Source and Sustainer of all creations. Peace and blessings
be upon His Prophet Muhammad (P.B.U.H), his Family and Companions.
Who I am today is due in part to the prayers of the people who love me; my late
mother and father, my mother in law, my beloved husband Yusri Mohamad and my
lovable children, my teachers and lecturers. The love and prayers of my siblings and
friends are very much appreciated. May Allah repay and reward you all.
To all of the above I dedicate this humble work
viii
ACKNOWLEDGEMENTS
All glory is due to Allah, the Almighty, whose Grace and Mercies have been with me
throughout the duration of my program. Although, it has been tasking, His Mercies
and Blessings has eased the daunting task of completing this thesis.
Firstly, I am most indebted to my supervisor, Asst. Prof. Dr. Madihah Khalid,
whose enduring disposition, kindness, thoroughness and friendship have facilitated the
successful completion of this work. Her detailed comments, useful suggestions and
inspiring queries have considerably improved this thesis. Despite her commitments,
she took time to listen and attend to me whenever requested. The moral support she
extended to me is in no doubt a significant boost in the formulation and conclusion of
this research work.
I am also deeply grateful to the top management, lecturers and staff of the
Kulliyyah of Education of the IIUM and the IIUM Library for all their guidance and
assistance.
I would also like to record my gratitude to all my friends who have rendered
their support and help in completing this research, the teachers and Instructional
Coaches for their cooperation in the survey conducted for this study.
Last but never least, my deepest gratitude to my beloved husband Dr. Yusri
Mohamad, my mother in law and dear children; for their support and prayers as well
their understanding and patience for my absence due to the demands of this work.
Once again, all praise be to Allah for His endless bounty and mercy which
enables us to conclude this study.
ix
TABLE OF CONTENTS
Abstract………………………………………………………………………........ ......... ii
Abstract in Arabic………………………………………………………………… ......... iii
Approval Page……………………………...……………………………………... ......... iv
Declaration………………………………………………………………………... ......... v
Copyright Page………………………………………………………………..….. .......... vi
Dedication………………………………………………………………………… ......... vii
Acknowledgements…………………………………………...…………………... ......... viii
List of Tables……………………………………………………………………... ......... xii
List of Figures……………………………………………………………………... ........ iv
List of Abbreviations…...…………………………………………………………. ........ xv
CHAPTER ONE: INTRODUCTION .......................................................................... 1 1.1 Background of the Study ................................................................................ 1
1.1.1 Instructional Coaching Program in Malaysia ........................................ 3
1.1.2 General Roles of SISC+ ........................................................................ 4
1.2 Statement of the Problem ............................................................................... 6
1.3 Research Objectives ...................................................................................... 8
1.4 Research Questions ........................................................................................ 9
1.5 Significance of the study ................................................................................ 9
1.6 Theoretical Framework .................................................................................. 10
1.7 Conceptual Framework ................................................................................... 13
1.8 Delimitation .................................................................................................... 14
1.9 Operational Definition .................................................................................... 15
CHAPTER TWO: LITERATURE REVIEW ............................................................. 18 2.1 Introduction .................................................................................................... 18
2.2 Instructional Coaching .................................................................................... 18
2.3 Teacher Learning ............................................................................................ 20
2.4 Assistance and Support ................................................................................... 22
2.4.1 Resources .............................................................................................. 23
2.4.2 Feedback ............................................................................................... 24
2.4.3 Motivation ............................................................................................. 24
2.4.4 Modelling .............................................................................................. 25
2.5 Collaborative Learning ................................................................................... 26
2.5.1 Studies on Instructional Coaching and Collaborative Learning in
Malaysia ................................................................................................ 27
2.6 Professional Learning Community ................................................................. 29
2.7 The Islamic Perspective .................................................................................. 30
CHAPTER THREE: METHODOLOGY .................................................................... 33 3.1 Introduction .................................................................................................... 33
3.2 Research Design ............................................................................................. 33
3.3 Population and Sample Selection ................................................................... 34
3.4 Instrument Development ................................................................................ 36
3.5 Data Collection Process .................................................................................. 40
3.6 Data Analysis .................................................................................................. 42
3.7 Summary ......................................................................................................... 44
x
CHAPTER FOUR: ANALYSIS OF FINDINGS ........................................................ 45 4.1 Introduction .................................................................................................... 45
4.2 Demographic Profile of the Respondents ....................................................... 45
4.3 Analysis of Research Question ....................................................................... 47
4.3.1 Research Question 1 .............................................................................. 48
4.3.2 Research Question 2 .............................................................................. 54
4.3.3 Research Question 3 .............................................................................. 60
4.4 Summary ......................................................................................................... 65
CHAPTER FIVE: DISCUSSION AND RECOMMENDATION ............................. 67 5.1 Introduction .................................................................................................... 67
5.2 Discussion of Major Findings ......................................................................... 68
5.2.1 Teacher‟s Attitude and School Practice ................................................ 68
5.2.2 Instructional Coaching Dimensions ...................................................... 69
5.2.3 Impact of Instructional Coaching on Teacher Professional
Development ......................................................................................... 73
5.3 Limitations of the Study ................................................................................. 74
5.4 Recommendation for Future Research ........................................................... 75
5.5 Conclusion ...................................................................................................... 77
REFERENCES ................................................................................................................ 79
APPENDIX A: QUESTIONNAIRE ............................................................................ 86
APPENDIX B: LETTER ATTACHED TO THE QUESTIONNAIRE ................... 92
APPENDIX C: LIST OF SCHOOLS IN KUALA LUMPUR ................................... 94
APPENDIX D: TEMPLATE DISTRIBUTED TO SISC+ REQUESTING
INFORMATION REGARDING THE SCHOOL VISIT ............... 96
APPENDIX E: INFORMATION PROVIDED BY THE SISC+S
PERTAINING TO THE SCHOOL VISITS .................................... 97
APPENDIX F: SUMMARY OF RECORD ON INSTRUCTIONAL
COACHING VISITING SCHOOLS FOR GROUP
LEARNING ......................................................................................... 101
APPENDIX G: REQUEST TO CONDUCT PILOT TEST ...................................... 104
APPENDIX H: PARTICIPANT INFORMED CONSENT ....................................... 105
APPENDIX I: LETTER OF APPROVAL TO CONDUCT RESEARCH
FROM EDUCATION PLANNING AND RESEARCH
DIVISION, MINISTRY OF EDUCATION MALAYSIA .............. 106
APPENDIX J: LETTER OF APPROVAL TO CONDUCT RESEARCH
FROM THE STATE DEPARTMENT OF EDUCATION
OF KUALA LUMPUR ....................................................................... 107
APPENDIX K: REQUEST LETTER VIA E-MAIL TO GET
INFORMATION ABOUT SCHOOLS IN KUALA
LUMPUR PERTAINING TO NUMBER OF
TEACHERS AND SCHOOLS THAT INVOLVE WITH
THE COACHING PROGRAM AND THE FEEDBACK
FROM THE SECTOR OF ACADEMIC AND
MANAGEMENT, STATE DEPARTMENT OF
EDUCATION OF KUALA LUMPUR. ............................................ 108
xi
LIST OF TABLES
Table 3.1 The Number of Instructional Coach in Kuala Lumpur (2016) .................... 35
Table 3.2 Estimated Number of Samples .................................................................... 35
Table 3.3 Constructs of the Questionnaire .................................................................. 38
Table 3.4 The Template to Be Filled by the SISC+ .................................................... 42
Table 3.5 Summary of Statistical Analysis Methods .................................................. 43
Table 4.1 (a) Demographic Information of the Respondents ...................................... 46
Table 4.1 (b) Demographic Information of the Respondents ...................................... 47
Table 4.2 Mean and Standard Deviation for the Coached and Un-Coached
Teachers in Teacher Attitude ...................................................................... 49
Table 4.3 Independent Sample T-Test for the Coached and Un-Coached
Teachers in Teacher Attitude ...................................................................... 49
Table 4.4 Likert Scale for School Practice of Collaborative Work ............................. 50
Table 4.5 Frequency, Percentage, and Mean on School Practice ............................... 51
Table 4.6 Mean and Standard Deviation for the Coached and Un-Coached
Teachers in Collaborative Work Practiced in School. ................................ 52
Table 4.7 Independent Sample T-Test for the Coached and Un-Coached
Teachers in Collaborative Work Practice in School ................................... 52
Table 4.8 Comparing Mean of Teacher‟s Attitude and School Practice
among Districts. ........................................................................................... 53
Table 4.9 Welch ANOVA Test for Teacher Attitude and School Practice
Across All Districts ..................................................................................... 53
Table 4.10 Pearson Bivariate Correlation Between Teacher Attitude and
School Practice ............................................................................................ 54
Table 4.11 Likert Scale and Coding for Construct on Instructional Coaching
...................................................................................................................... 55
Table 4.12 Mean and Standard Deviation for Various Construct of
Instructional Coaching Practices and Teacher Learning ............................. 56
Table 4.13 Items for Each Construct and Their Mean .................................................. 56
Table 4.14 Pearson Bivariate Correlation Among Instructional Coaching
Practices and Teacher Learning .................................................................. 58
xii
Table 4.15 Coefficientsa Multiple Regression Analysis ................................................ 60
Table 4.16 Model Summaryb Of Multiple Regression Analysis ................................... 60
Table 4.17 ANOVAa ...................................................................................................... 60
Table 4.18 Statistical Mean for Impact ......................................................................... 61
Table 4.19 The Frequency for Individual Mean on Impact .......................................... 62
Table 4.20 Impact of Instructional Coaching on Overall Teacher
Professional Development .......................................................................... 62
Table 4.21 Mean and Standard Deviation for Coached and Un-Coached
Teacher on Impact ....................................................................................... 63
Table 4.22 T-Test Analysis for Coached and Un-Coached Teachers on the
Impact of Instructional Coaching ................................................................ 63
Table 4.23 Summary Record on Schedule of Instructional Coach Visiting
Schools as Instructor for Professional Learning Community
Activities In 2016 ........................................................................................ 64
Table 4.24 Summary of Results .................................................................................... 66
xiii
LIST OF FIGURES
Figure 1.1 Theoretical Framework on Sociocultural Development .............................. 12
Figure 1.2 Conceptual Framework on Instructional Coaching and
Collaborative Learning ................................................................................. 14
xiv
LIST OF ABBREVIATIONS
ANOVA Analysis of variance
BM Bahasa Malaysia
CSLP Centre for the Study of Learning and Performance
DTP District Transformation Program
EL English Language
et al. (et alia): and others
GTP Government Transformation Program
ICT Information Communication Technology
IC Instructional Coach
JPN State Department of Education
MEB Malaysia Education Blueprint
n.d No date
NKRA National Key Result Area
OCL Online Collaborative Learning
OECD Organization for Economic Cooperation and Development
PAHSCI Pennsylvania High School Coaching Initiative
P.B.U.H Peace Be Upon Him
PLC Professional Learning Community
PPD District Department of Education
SISC+ School Improvement Specialist Coach plus.
SPSS Statistical Practices for Social Sciences
TALIS Teaching and Learning International Survey
1
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
The educational world today is far more challenging than in the previous decades.
Teachers today need to be more proactive, systematic, and strategic in maneuvering
all available resources in the teaching and learning process. It is pertinent that they
take up practices that effectively utilize the resources, especially in terms of energy
and time, which are always limited for the teaching and learning to become more
efficient, effective, and meaningful. Working collaboratively to achieve these goals
has been suggested as one of the ways. Teachers working alone behind closed
classroom doors is something of the past as this has been found to be less productive
(Lanich, 2009). Much literature has shown that teachers working collaboratively
produce greater results in terms of job satisfaction, quality of work and most
importantly, students‟ achievement (Fougere, 2014; Bingham, 2011; Goddard,
Goddard & Tschannen, 2007). A school community that adopts collaborative teacher
learning strategies, job-embedded and sustained professional development activities is
a professional learning community (PLC) (Darling-Harmond, 2009).
Contemporary education demands teaching professionals to make progressive
and active involvement in reviving the methods and approaches to improve their
instructional practices. This is to ensure the achievement of the national aims and
philosophy of education. The main purpose of the Malaysian education system
through its holistic and integrated approach is to produce individuals who are balanced
and in harmony intellectually, spiritually, emotionally and physically (The National
2
Education Philosophy of Malaysia, 1987). In shouldering these challenging and heavy
responsibilities, teachers require assistance in meeting new competencies expected of
them. General strategies are outlined in the Malaysia Education Blueprint 2013-2025
(MEB) to underpin the mission. The Blueprint sets provision for up-skilling programs
such as continuous professional development for teachers in order to enhance student
learning. The up-skilling programs include the requirement for 61,000 English
teachers to pass the Cambridge Placement Test within two years. Intensive up-skilling
is given to those who have yet to meet this standard (MEB 2013-2025, 2013). The up-
skilling program includes teachers‟ continuous professional development which can
take many forms. One of the strategies is to have on-site teacher coaching program
implemented under the program called School Instructional Specialist Coach Plus
(SISC+) (MEB 2013-2025, 2013).
The government hopes to improve teaching standards through tailored on-site
teacher training where instructional coaching is prescribed. It is done particularly in
the three core subjects in the public schools (Bahasa Malaysia, English and
Mathematics) in the „first wave‟ of the MEB implementation (MEB 2013-2025,
2013). The recent interest in coaching as a strategy for teachers‟ professional
development has shown sound results. Termit and Mohamed (2011) state that the
coaching received from peer teachers and Master Coaches in introducing Information
Communication Technology (ICT) to the teaching and learning process has had a
positive impact. With the coaching intervention, teachers in Penang who were
involved in the study tend to continue using the Interactive White Board in school
(Termit & Mohamed, 2011). The continuation of best practice is further supported by
Quintis (2011). Teachers who are coached one-on-one are reported to have greater
percentage of improvement in the quality of their instructions and increased
3
participation in joint lesson planning (Charner & Mean, 2016). Additionally, it also
increases the level of engagement and enthusiasm among students (Pennsylvania High
School Coaching Initiative (PAHSCI), 2016).
1.1.1 Instructional Coaching Program in Malaysia
The School Improvement Specialist Coaches plus (SISC+) program that is currently
being implemented was initiated by the Government in early 2011. The program was
identified as School Improvement Specialist Coaches (SISC) under the sub National
Key Result Area (NKRA), Government Transformation Program (GTP) 1.0. The
SISC, who were mainly selected among the specialist teachers were being trained to
become Master Coaches. These teachers were assigned to monitor and coach teachers
in low performing schools (MEB 2013-2025, 2013). They also identified problems
faced by the schools and organize intervention programs. The SISC was run in stages
with the coaches conducting the program part-time as they also functioned as teachers
in their own schools. The program showed positive impact on the students‟
achievement in public examinations (PPD Seberang Prai Utara, 2016).
As a result of positive impact shown by the SISC program in 2011, the
government decided to further absorb and extend the program to the mainstream. In
the later part of 2013, specialist teachers in Mathematics, Bahasa Malaysia and
English were identified for an upgraded post in the teaching profession in Malaysia
namely School Improvement Specialist Coaches plus (SISC+). The creation of this
post is to empower the State Department of Education (JPN) and District Department
of Education (PPD) under the GTP 2.0. By allocating this coaching program under the
PPD administration, a less centralized, more flexible and quick decision making on
the continuous teacher professional development can be implemented. This is part of
4
the new MEB initiative which is termed the 6th
shift. The instructional coaching
program started in two states in 2013; Kedah and Sabah. Later in 2014 the program
was officially implemented throughout the country.
1.1.2 General Roles of SISC+
Officially, the coaches report to the District Department of Education (PPD), and they
work on a full-time basis as a coach. However, their actual duty is to monitor and
guide the school teachers at the respected schools assigned to them. Generally, there
are three main responsibilities of the SISC+. Firstly, is to provide training and
guidance in the form of coaching to teachers who are identified by a school which is at
band 5, 6, or 7. Secondly is to organize suitable professional development programs
for teachers in the districts. This can be carried out at either district level, school level
or departmental level. Lastly is to make report to PPD on the progress of the teachers
being coached, plan for follow-up and design suitable intervention programs or
activities. Four days in a week are allocated for coaching teachers in schools and one
day is allocated for the reporting, meeting and collaborating activities with other
coaches of the same district. (DTP, 2015)
It is part and parcel of a coach‟s duty to guide and mentor his apprentice in
terms of designing differentiated lesson, preparing the teaching and learning process,
observing and giving feedback, modeling and becoming the source of reference for
the teacher‟s content- knowledge improvement (Knight, 2004). Both the instructional
coach and teacher have to work collaboratively in order to achieve the desired goals
for the teacher‟s professional development and improvement in student‟s
achievement. The collaboration between the teacher and the coach is an essential
element in the instructional coaching program.
5
SISC+ is strongly dependent on teachers‟ collaborative practices. A research
study conducted by the University of Kansas Center for Research on Learning
indicated that 85% of teachers who receive ongoing support from instructional
coaches implement newly learned instructional methods which enhance teaching
quality. On the other hand, only 10% of teachers who do not receive such support
implement these newly learned strategies (Joyce & Showers, 1982).
Most literature on coaching depict how academic coaches influence the
professional development of individual teachers. The teacher-coach relationship and
interaction positively contribute to the teachers‟ instructional improvement (Charner
& Mean, 2016; Fourgere, 2014; Quintis, 2011; Knight, 2009). Sumner (2011) and
Knight (2007) indicate that continuous teacher learning provided by coaches could
impact classroom instruction and thereby student learning and achievement. Apart
from that, some schools utilize the presence of SISC+ to facilitate teachers of the same
department to develop certain Lesson Study modules (Zunariah, 2015).
Another set of literatures focuses on collaborative learning among teachers in
schools. There is much literature reporting on collaborative learning among teachers
and leadership roles in schools that show impacts on students‟ learning (Lanich, 2009;
Bingham, 2011). A substantial number of researchers agree that the school culture that
appreciates a professional learning community positively affects student achievement
(Abdullah, 2010; Lanich, 2009). Bingham (2011) reported that a professional learning
community gives educational impact of meaningful collaboration among teachers
which improves instructional practice in the classrooms. This statement is further
supported by Zunariah (2015) in her research that discovered a significant
improvement in teaching approach and student learning when Mathematics teachers
6
collaboratively conduct lessons study in coming up with lesson plans for difficult
topics.
1.2 STATEMENT OF PROBLEM
It is undeniable that the approach to training for teacher professional development is
evolutionary. Unfortunately, the field continues to conduct the training in
conventional ways that uses a “one-shot” approach with limited or no follow-up
support (Guskey, 2000) like lectures, workshops and intellectual discourse. Some
recent studies indicate that the coaching approach that provides continuous on-site
training to teachers yield positive implications for social change including
improvement in teachers‟ instructional approach and enhancement of students‟
learning (Charner & Mean, 2016; Quintis, 2011; Knight, 2009). Through coaching (an
on-going training), teacher support and instant feedback can be provided and hence
ensuring the written curriculum is accurately translated into the classroom. This will
lead to overall improvement in student‟s achievements (Knight, 2007).
The conventional approach to teacher development program usually capitulate
teacher to work individually. This has proven to have a short-term effect in the
implementation of best practices learned during the training, and thus affect the
quality of students learning (Fougere, 2014; Cornett & Knight, 2008). As a result,
attempts have been made to improve students learning and achievement by
encouraging teachers to work collaboratively (Knight, 2009; Showers & Joyce, 1996;
2002). An important aspect of that collaboration is the interaction between
instructional coaches and teachers concerning the improvement of teachers‟
pedagogical-content-knowledge (PCK), and subsequently, academic achievement.
7
Instructional coaching is becoming popular and increasingly demanded as one
of the primary means to achieve the goals of teacher growth and student achievement.
Even though many existing researches have revealed the positive impacts coaching
has had on teacher professional development and students achievement (Sumner,
2011; Bruce & Ross, 2008; Greene, 2004) studies on teacher collaborative learning
culture that relate to coach effectiveness are still underdeveloped. Therefore, this
study intends to contribute to the current, yet limited, body of knowledge on
instructional coaching to serve as a catalyst for learning collaboratively among school
staff.
Research conducted by Goddard, Goddard and Tschannen-Moran (2007)
suggests that schools with greater levels of teacher collaboration portrayed
significantly higher levels of student achievement. They argued that collaboration
fosters teacher learning and improve instruction for their students. Thus, teacher
collaboration is positively related to student achievement. However, Goddard et al.
(2007) stated that “we did not examine the effects of a specific program aimed at
increasing collaboration for instructional improvement among teachers” (p. 16). It is
therefore the intention of this research to investigate if “Instructional Coaching” can
possibly be the “specific program” that promotes collaborative learning for
instructional improvement.
The purpose of staff development is not just to implement isolated
instructional innovations; its central purpose is to build strong
collaborative work cultures that will develop the long-term capacity for
change (Fullan, 2007b, p. 35-36).
In general, the purpose of education is to provide a medium for learners to
acquire knowledge which is meaningful to oneself and is acquired through self-
8
consciousness in embracing life (Dzulkifli, 2015). The presence of Instructional
coaching in education sphere acts as catalyst and medium for teachers to improve
themselves. They treasure an on-going professional development for the moral
purpose of providing meaningful and impactful learning in the classroom.
Subsequently, this leads to student achievement in academic and meaningful life. This
study also seeks to study this phenomenon in the context of SISC+.
1.3 RESEARCH OBJECTIVES
This research aims to establish a relationship between instructional coaching and
collaborative learning culture in schools. It focuses on how teachers perceive the
practice of collective learning culture is upheld within the school community
particularly the teaching staffs. Furthermore, the study would like to investigate if the
presence of SISC+ has contributed to the professional learning community especially
in its third dimension; collective learning and application (Hord, 1997). It is
understood that teachers working together with a coach is a form of collective
learning. In addition, the researcher is interested to discover how instructional
coaching contributes to the Professional Learning Community in supporting the
teacher collaborative learning among other teachers who are not assigned to the
coaching program. The research objectives may be summarised as follows:
1. To assess the collaborative working culture among teachers in secondary
schools.
2. To analyse the relationship between instructional coaching practice and
teacher collaborative learning effectiveness from the teachers‟ perception.
3. To examine the impact of Instructional Coaching on teacher professional
development.
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1.4 RESEARCH QUESTIONS
This study focuses on one specific component or variable of the Professional Learning
Community i.e. the effect of instructional coaching on teacher collaborative learning
culture at the school level. This research intends to investigate the effectiveness of
instructional coaching in propagating collaborative work practices among teachers in
secondary schools in Kuala Lumpur. It will study the role of instructional coaching in
supporting and encouraging active participation of teachers in the collaborative
working activities in school. The study is guided by the following research questions:
1. What is the state of collaborative working culture among teachers in
secondary schools?
2. What is the relationship between Instructional Coaching practice and
teacher collaborative learning effectiveness from the teachers‟ perception?
3. What is the teacher‟s perceived impact of Instructional Coaching on their
professional development?
1.5 SIGNIFICANCE OF STUDY
The national government is trying to increase teacher collaboration and professional
learning in order to improve teachers‟ instructional practices. By the year 2016, the
Ministry intended to review the coaching program and determine how it can be
improved and streamlined (MEB, 2013). With knowledge of particular dimensions
that are significantly related to instructional coaching, the researcher will be more
conversant in answering a major important question in the area of research on
coaching, “What support systems should be in place for coaching to flourish?”
(Knight, 2008, p. 210).
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The MEB stated that enhancing teacher coaching and support to improve
delivery of knowledge, skills, and values across all academic and non-academic
aspects of curriculum will be intensified in wave two of its implementation.
Furthermore, the Ministry will necessitate that “all schools to timetable at least one
weekly common lesson planning and study period for all Science and Mathematics
teachers in each school.” (MEB 2013, ch.4, p. 8)
This research hopes to provide supporting evidence in measuring the
effectiveness of the instructional coaching program in school, and thus acts as a
reference to the policy makers, teachers, coaches and other interested parties. Thus,
the existence of SISC+ will give a greater impact to the school community
development by becoming a catalyst for cultural change; shifting a conventional
close-door classroom to a collective and cooperative learning open to all members of
the staff, and facilitate better lesson planning and sharing of best practices amongst
teachers, subsequently improving student learning and achievement.
1.6 THEORETICAL FRAMEWORK
In this study of adult learning, the sociocultural theory will be the basis for its
theoretical framework. Initially, Lev Vygotsky‟s social development theory of
learning focuses on the role of community and culture in the learning process, and on
the interaction of learner with someone who is considered more competent. The neo-
Vygotskian further extends the models of instruction to guided learning and cognitive
apprenticeship (Brown & Palincsar, 1989; Rogoff, 1995; cited by Bonk & Kim, 1998).
The theory highlights six important concepts in the adult learning process: Zone of
Proximal Development, internalization, scaffolding, inter-subjectivity, cognitive
apprenticeship and assisted learning (Bonk & Kim, 1998). Although all of the six