TDNet Discover

The purpose of this mixed-methods study is to explore the perceptions of instructional coaching efficacy among experienced 9-12 social studies teachers in the District of Columbia Public Schools (DCPS) to inform the development of more effective, differentiated professional support frameworks. This research is grounded in a synthesized theoretical framework that integrates the Interconnected Model of Professional Growth and Relational Trust Theory. The study will employ a sequential exploratory research design, beginning with a quantitative analysis of existing data on teacher attrition and PD satisfaction from the OSSE Educator Workforce Report and DCPS Panorama survey. The qualitative phase will then delve into the lived experiences of experienced social studies teachers via semi-structured interviews. This approach will allow for a comprehensive understanding of the factors that influence veteran teachers' perceptions, including coach expertise and relational dynamics, which are a central focus of the research questions. The findings will provide actionable recommendations for DCPS leadership aimed at increasing teacher retention, deepening professional engagement, and improving student outcomes.