University of Bahrain
Scientific Journals

The Effects of Peer Coaching on Faculty Development in the Context of Higher Education

Show simple item record Itani,Khadija Abdul-Aziz Kaj 2018-07-25T10:28:26Z 2018-07-25T10:28:26Z 2015
dc.identifier.issn 2210-1578
dc.description.abstract Faculty development has been one of the major concerns for many educational institutions and organizations across the world. Peer coaching, among others, has been identified as an effective strategy just for that. For instance, Ohio Department of Education has collaborated with the Center for Essential School Reform to engage in intensive teacher development. The present study reports on an investigation into the use of peer coaching for staff development in Sharjah University, one of the leading universities in the Arabian Gulf. Certain qualitative instruments were constructed such as interviews and subjective questionnaires to collect data on the effects of using peer coaching in this University, while quantitative considerations were resorted to in the analysis so as to compliment the findings statistically. The questionnaire was administered in both Arabic and English to participants from different academic departments. It was based on five constructs, namely 1) the helpfulness of the coaching process for the observers, the observerees, 2) the observerees‟ feelings about the possible perpetuation of the coaching program 3)faculty‟s feedback 4) attitudes, and 5) recommendations regarding the process. Five of the respondents who had completed the questionnaire were also involved in semi-structured interviews. The management claimed that peer coaching would contribute to the development of the teachers and thereby enhance their students‟ learning skills. However, the data collected from open-ended questionnaires and semi-structured interviews revealed that the use of peer coaching in the University had limited effects. Analysis of these data depending on certain categories uncovered the reasons for this limitation. This study concludes with recommendations, which could lead to the desired outcomes of peer coaching and consequently enhance student achievement. en_US
dc.language.iso en en_US
dc.publisher University of Bahrain en_US
dc.rights Attribution-NonCommercial-ShareAlike 4.0 International *
dc.subject peer coaching en_US
dc.subject classroom observation en_US
dc.subject faculty development en_US
dc.title The Effects of Peer Coaching on Faculty Development in the Context of Higher Education en_US
dc.type Article en_US
dc.volume 03
dc.issue 02
dc.source.title Journal of Teaching and Teacher Education
dc.abbreviatedsourcetitle JTTE

Files in this item

This item appears in the following Issue(s)

Show simple item record

All Journals

Advanced Search


Administrator Account