THE EFFECTIVENESS OF INSTRUCTIONAL

COACHING IN PROMOTING COLLABORATIVE

LEARNING PRACTICE AMONG TEACHERS IN

SECONDARY SCHOOLS IN KUALA LUMPUR

BY

HAMILIYA BINTI MUSTAFA

A dissertation submitted in fulfilment of the requirement for

the degree of Master of Education

Kulliyyah of Education

International Islamic University Malaysia

AUGUST 2017

ii

ABSTRACT

Instructional 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 therelationship

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.

iii

خلاصة البحثABSTRACT IN ARABIC

إن التدريب التعليمي الفردي أو من خلال مجموعات صغيرة كوسيلة مستمرة للتطوير المهني من المتوقع أن يدعم مجهودات المعلمين في مجتمع التعليم المهني لتشجيعهم على التعليم

تعلم التعاوني بين معلمي المستدام. هذه الدراسة تبحث فاعلية التدريب التعليمي في ترويج الالمدارس الثانوية الحكومية في كوالالمبور. وتم إجراء استبيان بين معلمي مادة الرياضيات واللغة الإنجليزية واللغة الماليزية الذين سبق لهم أن شاركوا في التعلم التعاوني من قبل بقيادة المدربين

معلما إلى مجموعتين؛ المجموعة 243ددهم وتم تقسيم المشاركين في الاستبيان وع .التعليميينالأولى تشمل المعلمين الذين تلقوا التدريب بشكل فردي من المدربين. أما المجموعة الثانية فتشمل المعلمين الذين شاركوا في مجموعات تدريبية تدار بواسطة أحد المدربين. والهدف من

ي المدارس الثانوية، لدراسة العلاقة بين هذه الدراسة هو تقييم ثقافة العمل التعاوني بين معلمممارسة التدريب التعليمي والتعلم التعاوني للمعلم، ولدراسة تأثير التدريب التعليمي على

وتشير نتائج الدراسة إلى أن المعلمين الذين .المعلمين، والذي يعتبر جزءا من تطويرهم المهنيالتدريب أظهروا نتائج أعلى في سلوكهم التعاوني تلقوا التدريب مقارنة بأقرانهم الذين لم يتلقوا

كما أثبتت الدراسة أن عناصر التدريب التعليمي المنصوص .وتأثيرهم على التطوير المهنيعليها في هذه الدراسة والتي تشمل العلاقة بين الأشخاص، الموارد، التحفيز، الملاحظات،

كما ظهر أن عناصر التحفيز والنمذجة .والنمذجة، أنها مرتبطة بشكل كبير مع تعليم المعلم التي يمتلكها المدربون في الممارسات التعاونية هي العناصر الرئيسة في تعليم المعلم.

iv

APPROVAL PAGE

I certify that I have supervised and read this study and that in my opinion, it conforms

to acceptable standards of scholarly presentation and is fully adequate, in scope and

quality, as a dissertation for the degree of Master of Education.

…………………………………..

Madihah Khalid

Supervisor

I certify that I have read this study and that in my opinion it conforms to acceptable

standards of scholarly presentation and is fully adequate, in scope and quality, as a

dissertation for the degree of Master of Education.

…………………………………..

Suhailah Hussien

Examiner

This dissertation was submitted to the Department of Curriculum and Instruction and

is accepted as a fulfilment of the requirement for the degree of Master of Education.

…………………………………..

Madihah Khalid

Head, Department of Curriculum

and Instruction

This dissertation was submitted to the Kulliyyah of Education and is accepted as a

fulfilment of the requirement for the degree of Master of Education.

…………………………………..

Hairuddin Mohd Ali

Dean, Kulliyyah of Education

v

DECLARATION

I hereby declare that this dissertation is the result of my own investigations, except

where otherwise stated. I also declare that it has not been previously or concurrently

submitted as a whole for any other degrees at IIUM or other institutions.

Hamiliya Binti Mustafa

Signature ........................................................... Date .........................................

vi

INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA

DECLARATION OF COPYRIGHT AND AFFIRMATION OF

FAIR USE OF UNPUBLISHED RESEARCH

THE EFFECTIVENESS OF INSTRUCTIONAL COACHING IN

PROMOTING COLLABORATIVE LEARNING PRACTICE

AMONG TEACHERS IN SECONDARY SCHOOLS IN KUALA

LUMPUR

I declare that the copyright holder of this dissertation is International Islamic

University Malaysia.

Copyright © 2017 International Islamic University Malaysia. All rights reserved.

No part of this unpublished research may be reproduced, stored in a retrieval system,

or transmitted, in any form or by any means, electronic, mechanical, photocopying,

recording or otherwise without prior written permission of the copyright holder

except as provided below

1. Any material contained in or derived from this unpublished research may

only be used by others in their writing with due acknowledgement.

2. IIUM or its library will have the right to make and transmit copies (print

or electronic) for institutional and academic purposes.

3. The IIUM library will have the right to make, store in a retrieved system

and supply copies of this unpublished research if requested by other

universities and research libraries.

By signing this form, I acknowledged that I have read and understand the IIUM

Intellectual Property Right and Commercialization policy.

Affirmed by Hamiliya Binti Mustafa

……..…………………….. ………………………..

Signature Date

vii

All praise be to Allah, the Source and Sustainer of all creations. Peace and blessings

be upon His Prophet Muhammad (P.B.U.H), his Family and Companions.

Who I am today is due in part to the prayers of the people who love me; my late

mother and father, my mother in law, my beloved husband Yusri Mohamad and my

lovable children, my teachers and lecturers. The love and prayers of my siblings and

friends are very much appreciated. May Allah repay and reward you all.

To all of the above I dedicate this humble work

viii

ACKNOWLEDGEMENTS

All glory is due to Allah, the Almighty, whose Grace and Mercies have been with me

throughout the duration of my program. Although, it has been tasking, His Mercies

and Blessings has eased the daunting task of completing this thesis.

Firstly, I am most indebted to my supervisor, Asst. Prof. Dr. Madihah Khalid,

whose enduring disposition, kindness, thoroughness and friendship have facilitated the

successful completion of this work. Her detailed comments, useful suggestions and

inspiring queries have considerably improved this thesis. Despite her commitments,

she took time to listen and attend to me whenever requested. The moral support she

extended to me is in no doubt a significant boost in the formulation and conclusion of

this research work.

I am also deeply grateful to the top management, lecturers and staff of the

Kulliyyah of Education of the IIUM and the IIUM Library for all their guidance and

assistance.

I would also like to record my gratitude to all my friends who have rendered

their support and help in completing this research, the teachers and Instructional

Coaches for their cooperation in the survey conducted for this study.

Last but never least, my deepest gratitude to my beloved husband Dr. Yusri

Mohamad, my mother in law and dear children; for their support and prayers as well

their understanding and patience for my absence due to the demands of this work.

Once again, all praise be to Allah for His endless bounty and mercy which

enables us to conclude this study.

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TABLE OF CONTENTS

Abstract………………………………………………………………………........ ......... ii

Abstract in Arabic………………………………………………………………… ......... iii

Approval Page……………………………...……………………………………... ......... iv

Declaration………………………………………………………………………... ......... v

Copyright Page………………………………………………………………..….. .......... vi

Dedication………………………………………………………………………… ......... vii

Acknowledgements…………………………………………...…………………... ......... viii

List of Tables……………………………………………………………………... ......... xii

List of Figures……………………………………………………………………... ........ iv

List of Abbreviations…...…………………………………………………………. ........ xv

CHAPTER ONE: INTRODUCTION .......................................................................... 1 1.1 Background of the Study ................................................................................ 1

1.1.1 Instructional Coaching Program in Malaysia ........................................ 3

1.1.2 General Roles of SISC+ ........................................................................ 4

1.2 Statement of the Problem ............................................................................... 6

1.3 Research Objectives ...................................................................................... 8

1.4 Research Questions ........................................................................................ 9

1.5 Significance of the study ................................................................................ 9

1.6 Theoretical Framework .................................................................................. 10

1.7 Conceptual Framework ................................................................................... 13

1.8 Delimitation .................................................................................................... 14

1.9 Operational Definition .................................................................................... 15

CHAPTER TWO: LITERATURE REVIEW ............................................................. 18 2.1 Introduction .................................................................................................... 18

2.2 Instructional Coaching .................................................................................... 18

2.3 Teacher Learning ............................................................................................ 20

2.4 Assistance and Support ................................................................................... 22

2.4.1 Resources .............................................................................................. 23

2.4.2 Feedback ............................................................................................... 24

2.4.3 Motivation ............................................................................................. 24

2.4.4 Modelling .............................................................................................. 25

2.5 Collaborative Learning ................................................................................... 26

2.5.1 Studies on Instructional Coaching and Collaborative Learning in

Malaysia ................................................................................................ 27

2.6 Professional Learning Community ................................................................. 29

2.7 The Islamic Perspective .................................................................................. 30

CHAPTER THREE: METHODOLOGY .................................................................... 33 3.1 Introduction .................................................................................................... 33

3.2 Research Design ............................................................................................. 33

3.3 Population and Sample Selection ................................................................... 34

3.4 Instrument Development ................................................................................ 36

3.5 Data Collection Process .................................................................................. 40

3.6 Data Analysis .................................................................................................. 42

3.7 Summary ......................................................................................................... 44

x

CHAPTER FOUR: ANALYSIS OF FINDINGS ........................................................ 45 4.1 Introduction .................................................................................................... 45

4.2 Demographic Profile of the Respondents ....................................................... 45

4.3 Analysis of Research Question ....................................................................... 47

4.3.1 Research Question 1 .............................................................................. 48

4.3.2 Research Question 2 .............................................................................. 54

4.3.3 Research Question 3 .............................................................................. 60

4.4 Summary ......................................................................................................... 65

CHAPTER FIVE: DISCUSSION AND RECOMMENDATION ............................. 67 5.1 Introduction .................................................................................................... 67

5.2 Discussion of Major Findings ......................................................................... 68

5.2.1 Teacher‟s Attitude and School Practice ................................................ 68

5.2.2 Instructional Coaching Dimensions ...................................................... 69

5.2.3 Impact of Instructional Coaching on Teacher Professional

Development ......................................................................................... 73

5.3 Limitations of the Study ................................................................................. 74

5.4 Recommendation for Future Research ........................................................... 75

5.5 Conclusion ...................................................................................................... 77

REFERENCES ................................................................................................................ 79

APPENDIX A: QUESTIONNAIRE ............................................................................ 86

APPENDIX B: LETTER ATTACHED TO THE QUESTIONNAIRE ................... 92

APPENDIX C: LIST OF SCHOOLS IN KUALA LUMPUR ................................... 94

APPENDIX D: TEMPLATE DISTRIBUTED TO SISC+ REQUESTING

INFORMATION REGARDING THE SCHOOL VISIT ............... 96

APPENDIX E: INFORMATION PROVIDED BY THE SISC+S

PERTAINING TO THE SCHOOL VISITS .................................... 97

APPENDIX F: SUMMARY OF RECORD ON INSTRUCTIONAL

COACHING VISITING SCHOOLS FOR GROUP

LEARNING ......................................................................................... 101

APPENDIX G: REQUEST TO CONDUCT PILOT TEST ...................................... 104

APPENDIX H: PARTICIPANT INFORMED CONSENT ....................................... 105

APPENDIX I: LETTER OF APPROVAL TO CONDUCT RESEARCH

FROM EDUCATION PLANNING AND RESEARCH

DIVISION, MINISTRY OF EDUCATION MALAYSIA .............. 106

APPENDIX J: LETTER OF APPROVAL TO CONDUCT RESEARCH

FROM THE STATE DEPARTMENT OF EDUCATION

OF KUALA LUMPUR ....................................................................... 107

APPENDIX K: REQUEST LETTER VIA E-MAIL TO GET

INFORMATION ABOUT SCHOOLS IN KUALA

LUMPUR PERTAINING TO NUMBER OF

TEACHERS AND SCHOOLS THAT INVOLVE WITH

THE COACHING PROGRAM AND THE FEEDBACK

FROM THE SECTOR OF ACADEMIC AND

MANAGEMENT, STATE DEPARTMENT OF

EDUCATION OF KUALA LUMPUR. ............................................ 108

xi

LIST OF TABLES

Table 3.1 The Number of Instructional Coach in Kuala Lumpur (2016) .................... 35

Table 3.2 Estimated Number of Samples .................................................................... 35

Table 3.3 Constructs of the Questionnaire .................................................................. 38

Table 3.4 The Template to Be Filled by the SISC+ .................................................... 42

Table 3.5 Summary of Statistical Analysis Methods .................................................. 43

Table 4.1 (a) Demographic Information of the Respondents ...................................... 46

Table 4.1 (b) Demographic Information of the Respondents ...................................... 47

Table 4.2 Mean and Standard Deviation for the Coached and Un-Coached

Teachers in Teacher Attitude ...................................................................... 49

Table 4.3 Independent Sample T-Test for the Coached and Un-Coached

Teachers in Teacher Attitude ...................................................................... 49

Table 4.4 Likert Scale for School Practice of Collaborative Work ............................. 50

Table 4.5 Frequency, Percentage, and Mean on School Practice ............................... 51

Table 4.6 Mean and Standard Deviation for the Coached and Un-Coached

Teachers in Collaborative Work Practiced in School. ................................ 52

Table 4.7 Independent Sample T-Test for the Coached and Un-Coached

Teachers in Collaborative Work Practice in School ................................... 52

Table 4.8 Comparing Mean of Teacher‟s Attitude and School Practice

among Districts. ........................................................................................... 53

Table 4.9 Welch ANOVA Test for Teacher Attitude and School Practice

Across All Districts ..................................................................................... 53

Table 4.10 Pearson Bivariate Correlation Between Teacher Attitude and

School Practice ............................................................................................ 54

Table 4.11 Likert Scale and Coding for Construct on Instructional Coaching

...................................................................................................................... 55

Table 4.12 Mean and Standard Deviation for Various Construct of

Instructional Coaching Practices and Teacher Learning ............................. 56

Table 4.13 Items for Each Construct and Their Mean .................................................. 56

Table 4.14 Pearson Bivariate Correlation Among Instructional Coaching

Practices and Teacher Learning .................................................................. 58

xii

Table 4.15 Coefficientsa Multiple Regression Analysis ................................................ 60

Table 4.16 Model Summaryb Of Multiple Regression Analysis ................................... 60

Table 4.17 ANOVAa ...................................................................................................... 60

Table 4.18 Statistical Mean for Impact ......................................................................... 61

Table 4.19 The Frequency for Individual Mean on Impact .......................................... 62

Table 4.20 Impact of Instructional Coaching on Overall Teacher

Professional Development .......................................................................... 62

Table 4.21 Mean and Standard Deviation for Coached and Un-Coached

Teacher on Impact ....................................................................................... 63

Table 4.22 T-Test Analysis for Coached and Un-Coached Teachers on the

Impact of Instructional Coaching ................................................................ 63

Table 4.23 Summary Record on Schedule of Instructional Coach Visiting

Schools as Instructor for Professional Learning Community

Activities In 2016 ........................................................................................ 64

Table 4.24 Summary of Results .................................................................................... 66

xiii

LIST OF FIGURES

Figure 1.1 Theoretical Framework on Sociocultural Development .............................. 12

Figure 1.2 Conceptual Framework on Instructional Coaching and

Collaborative Learning ................................................................................. 14

xiv

LIST OF ABBREVIATIONS

ANOVA Analysis of variance

BM Bahasa Malaysia

CSLP Centre for the Study of Learning and Performance

DTP District Transformation Program

EL English Language

et al. (et alia): and others

GTP Government Transformation Program

ICT Information Communication Technology

IC Instructional Coach

JPN State Department of Education

MEB Malaysia Education Blueprint

n.d No date

NKRA National Key Result Area

OCL Online Collaborative Learning

OECD Organization for Economic Cooperation and Development

PAHSCI Pennsylvania High School Coaching Initiative

P.B.U.H Peace Be Upon Him

PLC Professional Learning Community

PPD District Department of Education

SISC+ School Improvement Specialist Coach plus.

SPSS Statistical Practices for Social Sciences

TALIS Teaching and Learning International Survey

1

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

The educational world today is far more challenging than in the previous decades.

Teachers today need to be more proactive, systematic, and strategic in maneuvering

all available resources in the teaching and learning process. It is pertinent that they

take up practices that effectively utilize the resources, especially in terms of energy

and time, which are always limited for the teaching and learning to become more

efficient, effective, and meaningful. Working collaboratively to achieve these goals

has been suggested as one of the ways. Teachers working alone behind closed

classroom doors is something of the past as this has been found to be less productive

(Lanich, 2009). Much literature has shown that teachers working collaboratively

produce greater results in terms of job satisfaction, quality of work and most

importantly, students‟ achievement (Fougere, 2014; Bingham, 2011; Goddard,

Goddard & Tschannen, 2007). A school community that adopts collaborative teacher

learning strategies, job-embedded and sustained professional development activities is

a professional learning community (PLC) (Darling-Harmond, 2009).

Contemporary education demands teaching professionals to make progressive

and active involvement in reviving the methods and approaches to improve their

instructional practices. This is to ensure the achievement of the national aims and

philosophy of education. The main purpose of the Malaysian education system

through its holistic and integrated approach is to produce individuals who are balanced

and in harmony intellectually, spiritually, emotionally and physically (The National

2

Education Philosophy of Malaysia, 1987). In shouldering these challenging and heavy

responsibilities, teachers require assistance in meeting new competencies expected of

them. General strategies are outlined in the Malaysia Education Blueprint 2013-2025

(MEB) to underpin the mission. The Blueprint sets provision for up-skilling programs

such as continuous professional development for teachers in order to enhance student

learning. The up-skilling programs include the requirement for 61,000 English

teachers to pass the Cambridge Placement Test within two years. Intensive up-skilling

is given to those who have yet to meet this standard (MEB 2013-2025, 2013). The up-

skilling program includes teachers‟ continuous professional development which can

take many forms. One of the strategies is to have on-site teacher coaching program

implemented under the program called School Instructional Specialist Coach Plus

(SISC+) (MEB 2013-2025, 2013).

The government hopes to improve teaching standards through tailored on-site

teacher training where instructional coaching is prescribed. It is done particularly in

the three core subjects in the public schools (Bahasa Malaysia, English and

Mathematics) in the „first wave‟ of the MEB implementation (MEB 2013-2025,

2013). The recent interest in coaching as a strategy for teachers‟ professional

development has shown sound results. Termit and Mohamed (2011) state that the

coaching received from peer teachers and Master Coaches in introducing Information

Communication Technology (ICT) to the teaching and learning process has had a

positive impact. With the coaching intervention, teachers in Penang who were

involved in the study tend to continue using the Interactive White Board in school

(Termit & Mohamed, 2011). The continuation of best practice is further supported by

Quintis (2011). Teachers who are coached one-on-one are reported to have greater

percentage of improvement in the quality of their instructions and increased

3

participation in joint lesson planning (Charner & Mean, 2016). Additionally, it also

increases the level of engagement and enthusiasm among students (Pennsylvania High

School Coaching Initiative (PAHSCI), 2016).

1.1.1 Instructional Coaching Program in Malaysia

The School Improvement Specialist Coaches plus (SISC+) program that is currently

being implemented was initiated by the Government in early 2011. The program was

identified as School Improvement Specialist Coaches (SISC) under the sub National

Key Result Area (NKRA), Government Transformation Program (GTP) 1.0. The

SISC, who were mainly selected among the specialist teachers were being trained to

become Master Coaches. These teachers were assigned to monitor and coach teachers

in low performing schools (MEB 2013-2025, 2013). They also identified problems

faced by the schools and organize intervention programs. The SISC was run in stages

with the coaches conducting the program part-time as they also functioned as teachers

in their own schools. The program showed positive impact on the students‟

achievement in public examinations (PPD Seberang Prai Utara, 2016).

As a result of positive impact shown by the SISC program in 2011, the

government decided to further absorb and extend the program to the mainstream. In

the later part of 2013, specialist teachers in Mathematics, Bahasa Malaysia and

English were identified for an upgraded post in the teaching profession in Malaysia

namely School Improvement Specialist Coaches plus (SISC+). The creation of this

post is to empower the State Department of Education (JPN) and District Department

of Education (PPD) under the GTP 2.0. By allocating this coaching program under the

PPD administration, a less centralized, more flexible and quick decision making on

the continuous teacher professional development can be implemented. This is part of

4

the new MEB initiative which is termed the 6th

shift. The instructional coaching

program started in two states in 2013; Kedah and Sabah. Later in 2014 the program

was officially implemented throughout the country.

1.1.2 General Roles of SISC+

Officially, the coaches report to the District Department of Education (PPD), and they

work on a full-time basis as a coach. However, their actual duty is to monitor and

guide the school teachers at the respected schools assigned to them. Generally, there

are three main responsibilities of the SISC+. Firstly, is to provide training and

guidance in the form of coaching to teachers who are identified by a school which is at

band 5, 6, or 7. Secondly is to organize suitable professional development programs

for teachers in the districts. This can be carried out at either district level, school level

or departmental level. Lastly is to make report to PPD on the progress of the teachers

being coached, plan for follow-up and design suitable intervention programs or

activities. Four days in a week are allocated for coaching teachers in schools and one

day is allocated for the reporting, meeting and collaborating activities with other

coaches of the same district. (DTP, 2015)

It is part and parcel of a coach‟s duty to guide and mentor his apprentice in

terms of designing differentiated lesson, preparing the teaching and learning process,

observing and giving feedback, modeling and becoming the source of reference for

the teacher‟s content- knowledge improvement (Knight, 2004). Both the instructional

coach and teacher have to work collaboratively in order to achieve the desired goals

for the teacher‟s professional development and improvement in student‟s

achievement. The collaboration between the teacher and the coach is an essential

element in the instructional coaching program.

5

SISC+ is strongly dependent on teachers‟ collaborative practices. A research

study conducted by the University of Kansas Center for Research on Learning

indicated that 85% of teachers who receive ongoing support from instructional

coaches implement newly learned instructional methods which enhance teaching

quality. On the other hand, only 10% of teachers who do not receive such support

implement these newly learned strategies (Joyce & Showers, 1982).

Most literature on coaching depict how academic coaches influence the

professional development of individual teachers. The teacher-coach relationship and

interaction positively contribute to the teachers‟ instructional improvement (Charner

& Mean, 2016; Fourgere, 2014; Quintis, 2011; Knight, 2009). Sumner (2011) and

Knight (2007) indicate that continuous teacher learning provided by coaches could

impact classroom instruction and thereby student learning and achievement. Apart

from that, some schools utilize the presence of SISC+ to facilitate teachers of the same

department to develop certain Lesson Study modules (Zunariah, 2015).

Another set of literatures focuses on collaborative learning among teachers in

schools. There is much literature reporting on collaborative learning among teachers

and leadership roles in schools that show impacts on students‟ learning (Lanich, 2009;

Bingham, 2011). A substantial number of researchers agree that the school culture that

appreciates a professional learning community positively affects student achievement

(Abdullah, 2010; Lanich, 2009). Bingham (2011) reported that a professional learning

community gives educational impact of meaningful collaboration among teachers

which improves instructional practice in the classrooms. This statement is further

supported by Zunariah (2015) in her research that discovered a significant

improvement in teaching approach and student learning when Mathematics teachers

6

collaboratively conduct lessons study in coming up with lesson plans for difficult

topics.

1.2 STATEMENT OF PROBLEM

It is undeniable that the approach to training for teacher professional development is

evolutionary. Unfortunately, the field continues to conduct the training in

conventional ways that uses a “one-shot” approach with limited or no follow-up

support (Guskey, 2000) like lectures, workshops and intellectual discourse. Some

recent studies indicate that the coaching approach that provides continuous on-site

training to teachers yield positive implications for social change including

improvement in teachers‟ instructional approach and enhancement of students‟

learning (Charner & Mean, 2016; Quintis, 2011; Knight, 2009). Through coaching (an

on-going training), teacher support and instant feedback can be provided and hence

ensuring the written curriculum is accurately translated into the classroom. This will

lead to overall improvement in student‟s achievements (Knight, 2007).

The conventional approach to teacher development program usually capitulate

teacher to work individually. This has proven to have a short-term effect in the

implementation of best practices learned during the training, and thus affect the

quality of students learning (Fougere, 2014; Cornett & Knight, 2008). As a result,

attempts have been made to improve students learning and achievement by

encouraging teachers to work collaboratively (Knight, 2009; Showers & Joyce, 1996;

2002). An important aspect of that collaboration is the interaction between

instructional coaches and teachers concerning the improvement of teachers‟

pedagogical-content-knowledge (PCK), and subsequently, academic achievement.

7

Instructional coaching is becoming popular and increasingly demanded as one

of the primary means to achieve the goals of teacher growth and student achievement.

Even though many existing researches have revealed the positive impacts coaching

has had on teacher professional development and students achievement (Sumner,

2011; Bruce & Ross, 2008; Greene, 2004) studies on teacher collaborative learning

culture that relate to coach effectiveness are still underdeveloped. Therefore, this

study intends to contribute to the current, yet limited, body of knowledge on

instructional coaching to serve as a catalyst for learning collaboratively among school

staff.

Research conducted by Goddard, Goddard and Tschannen-Moran (2007)

suggests that schools with greater levels of teacher collaboration portrayed

significantly higher levels of student achievement. They argued that collaboration

fosters teacher learning and improve instruction for their students. Thus, teacher

collaboration is positively related to student achievement. However, Goddard et al.

(2007) stated that “we did not examine the effects of a specific program aimed at

increasing collaboration for instructional improvement among teachers” (p. 16). It is

therefore the intention of this research to investigate if “Instructional Coaching” can

possibly be the “specific program” that promotes collaborative learning for

instructional improvement.

The purpose of staff development is not just to implement isolated

instructional innovations; its central purpose is to build strong

collaborative work cultures that will develop the long-term capacity for

change (Fullan, 2007b, p. 35-36).

In general, the purpose of education is to provide a medium for learners to

acquire knowledge which is meaningful to oneself and is acquired through self-

8

consciousness in embracing life (Dzulkifli, 2015). The presence of Instructional

coaching in education sphere acts as catalyst and medium for teachers to improve

themselves. They treasure an on-going professional development for the moral

purpose of providing meaningful and impactful learning in the classroom.

Subsequently, this leads to student achievement in academic and meaningful life. This

study also seeks to study this phenomenon in the context of SISC+.

1.3 RESEARCH OBJECTIVES

This research aims to establish a relationship between instructional coaching and

collaborative learning culture in schools. It focuses on how teachers perceive the

practice of collective learning culture is upheld within the school community

particularly the teaching staffs. Furthermore, the study would like to investigate if the

presence of SISC+ has contributed to the professional learning community especially

in its third dimension; collective learning and application (Hord, 1997). It is

understood that teachers working together with a coach is a form of collective

learning. In addition, the researcher is interested to discover how instructional

coaching contributes to the Professional Learning Community in supporting the

teacher collaborative learning among other teachers who are not assigned to the

coaching program. The research objectives may be summarised as follows:

1. To assess the collaborative working culture among teachers in secondary

schools.

2. To analyse the relationship between instructional coaching practice and

teacher collaborative learning effectiveness from the teachers‟ perception.

3. To examine the impact of Instructional Coaching on teacher professional

development.

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1.4 RESEARCH QUESTIONS

This study focuses on one specific component or variable of the Professional Learning

Community i.e. the effect of instructional coaching on teacher collaborative learning

culture at the school level. This research intends to investigate the effectiveness of

instructional coaching in propagating collaborative work practices among teachers in

secondary schools in Kuala Lumpur. It will study the role of instructional coaching in

supporting and encouraging active participation of teachers in the collaborative

working activities in school. The study is guided by the following research questions:

1. What is the state of collaborative working culture among teachers in

secondary schools?

2. What is the relationship between Instructional Coaching practice and

teacher collaborative learning effectiveness from the teachers‟ perception?

3. What is the teacher‟s perceived impact of Instructional Coaching on their

professional development?

1.5 SIGNIFICANCE OF STUDY

The national government is trying to increase teacher collaboration and professional

learning in order to improve teachers‟ instructional practices. By the year 2016, the

Ministry intended to review the coaching program and determine how it can be

improved and streamlined (MEB, 2013). With knowledge of particular dimensions

that are significantly related to instructional coaching, the researcher will be more

conversant in answering a major important question in the area of research on

coaching, “What support systems should be in place for coaching to flourish?”

(Knight, 2008, p. 210).

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The MEB stated that enhancing teacher coaching and support to improve

delivery of knowledge, skills, and values across all academic and non-academic

aspects of curriculum will be intensified in wave two of its implementation.

Furthermore, the Ministry will necessitate that “all schools to timetable at least one

weekly common lesson planning and study period for all Science and Mathematics

teachers in each school.” (MEB 2013, ch.4, p. 8)

This research hopes to provide supporting evidence in measuring the

effectiveness of the instructional coaching program in school, and thus acts as a

reference to the policy makers, teachers, coaches and other interested parties. Thus,

the existence of SISC+ will give a greater impact to the school community

development by becoming a catalyst for cultural change; shifting a conventional

close-door classroom to a collective and cooperative learning open to all members of

the staff, and facilitate better lesson planning and sharing of best practices amongst

teachers, subsequently improving student learning and achievement.

1.6 THEORETICAL FRAMEWORK

In this study of adult learning, the sociocultural theory will be the basis for its

theoretical framework. Initially, Lev Vygotsky‟s social development theory of

learning focuses on the role of community and culture in the learning process, and on

the interaction of learner with someone who is considered more competent. The neo-

Vygotskian further extends the models of instruction to guided learning and cognitive

apprenticeship (Brown & Palincsar, 1989; Rogoff, 1995; cited by Bonk & Kim, 1998).

The theory highlights six important concepts in the adult learning process: Zone of

Proximal Development, internalization, scaffolding, inter-subjectivity, cognitive

apprenticeship and assisted learning (Bonk & Kim, 1998). Although all of the six