The perceived relationship between administrators and instructional coaches and impacts on teacher practice from the perspective of the instructional coaches
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Abstract
This qualitative phenomenological study explored the perceived relationship between school administrators and instructional coaches from the perspective of instructional coaches, focusing on how this relationship influences teacher professional development and instructional practice. Drawing on transformational leadership theory, the study examined how trust, communication, and collaboration shaped the effectiveness of coaching and school improvement efforts. Data were collected through surveys and semi-structured interviews with instructional coaches working in public schools across four counties in Massachusetts. The analysis followed Colaizzi’s seven-step method, highlighting three key themes: the role of trust and communication in administrator-coach relationships, collaboration, shared leadership in supporting teachers’ professional development, and structural and cultural barriers that hinder coaching effectiveness.Findings revealed that instructional coaches who had strong, trusting relationships with administrators felt empowered and included in leadership planning, while those with limited administrative engagement experienced inconsistent communication and unclear role expectations. Coaches also emphasized that active administrator participation in professional development efforts significantly strengthened the impact of coaching. However, structural challenges such as leadership turnover, lack of district-wide coaching policies, and insufficient administrator availability undermined the continuity and success of coaching initiatives.
This study contributes to the literature by centering the voices of instructional coaches and identifying critical factors that influence their ability to support teachers. Recommendations include establishing clear coaching policies, ensuring consistent administrative support, and embedding coaching within school leadership structures. By addressing these challenges, schools and districts can better align coaching efforts with school improvement goals and sustain meaningful instructional growth.
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2025