Publication:
The effectiveness of Instructional Coaching in promoting collaborative learning practice among teachers in secondary schools in Kuala Lumpur

dc.contributor.affiliation#PLACEHOLDER_PARENT_METADATA_VALUE#en_US
dc.contributor.authorHamiliya binti Mustafaen_US
dc.date.accessioned2024-10-08T08:32:28Z
dc.date.available2024-10-08T08:32:28Z
dc.date.issued2017
dc.description.abstractInstructional 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 the relationship 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.en_US
dc.description.callnumbert LB 1032 H217E 2017en_US
dc.description.degreelevelMasteren_US
dc.description.identifierThesis : The effectiveness of Instructional Coaching in promoting collaborative learning practice among teachers in secondary schools in Kuala Lumpur /by Hamiliya binti Mustafaen_US
dc.description.identityt11100379568HamiliyaMustafaen_US
dc.description.kulliyahKulliyyah of Educationen_US
dc.description.notesThesis (MED)--International Islamic University Malaysia, 2017.en_US
dc.description.physicaldescriptionxiv, 109 leaves :illustrations ;30cm.en_US
dc.description.programmeMaster of Educationen_US
dc.identifier.urihttps://studentrepo.iium.edu.my/handle/123456789/10446
dc.identifier.urlhttps://lib.iium.edu.my/mom/services/mom/document/getFile/Wtid75ZrRr5J3epMNXTBGH4SEk4y6vlc20180315110531881
dc.language.isoenen_US
dc.publisherKuala Lumpur :International Islamic University Malaysia,2017en_US
dc.rightsCopyright International Islamic University Malaysia
dc.subject.lcshGroup work in education -- Malaysiaen_US
dc.subject.lcshTeaching teams -- Malaysiaen_US
dc.subject.lcshTeachers -- Malaysiaen_US
dc.subject.lcshEducation, Secondary -- Malaysia -- Kuala Lumpuren_US
dc.titleThe effectiveness of Instructional Coaching in promoting collaborative learning practice among teachers in secondary schools in Kuala Lumpuren_US
dc.typeMaster Thesisen_US
dspace.entity.typePublication

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