Author ORCID Identifier

https://orcid.org/0009-0003-0366-8364

Date Available

12-6-2024

Year of Publication

2024

Document Type

Master's Thesis

Degree Name

Master of Science in Education (MSEd)

College

Education

Department/School/Program

Early Childhood, Special Education, and Counselor Education

Advisor

Dr. Jennifer Grisham

Abstract

This study aimed to explore the coaching experiences of childcare staff working in licensed childcare centers by using an online survey. The survey questions sought to determine whether childcare staff had received coaching in the past 12 months, the sources of that coaching, its frequency and method of coaching, the topics covered, and the staff's perception of job-related coaching. Data from 52 participants reveals that: 92% of childcare staff have received job-related coaching from internal sources; 40% have received coaching from external sources. Most coaching occurs “In person in the classroom” and the largest percentage of coaching is delivered on the topic of “Behavior/Classroom Management.” Responses from 94% of participants show they find coaching important to extremely important in helping them provide quality care to young children. The findings provide valuable insight into the current state and impact of coaching for childcare staff who work directly with children. This suggests that coaching plays a key role in supporting staff development and improving their knowledge and effectiveness in working with young children. As a result, coaching has the potential to positively impact both staff performance and child outcomes, promoting a higher quality of care for children attending licensed childcare centers.

Digital Object Identifier (DOI)

https://doi.org/10.13023/etd.2024.442

Funding Information

This study was supported by the Tiered Engagement, Instruction, Responding and Services (TEIRS) Grant (no: H325) in 2023.

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