THE EFFECTIVENESS OF INSTRUCTIONAL COACHING IN PROMOTING COLLABORATIVE

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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

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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.

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ثحبلا ةصلاخ

ABSTRACT IN ARABIC

نيهلما ريوطتلل ةرمتسم ةليسوك ةيرغص تاعوممج للاخ نم وأ يدرفلا يميلعتلا بيردتلا نإ ميلعتلا ىلع مهعيجشتل نيهلما ميلعتلا عمتمج في ينملعلما تادوهمج معدي نأ عقوتلما نم

لا جيورت في يميلعتلا بيردتلا ةيلعاف ثحبت ةساردلا هذه .مادتسلما يملعم ينب نيواعتلا ملعت

ةغللاو تايضايرلا ةدام يملعم ينب نايبتسا ءارجإ تمو .روبلملااوك في ةيموكلحا ةيوناثلا سرادلما ينبردلما ةدايقب لبق نم نيواعتلا ملعتلا في اوكراش نأ مله قبس نيذلا ةيزيلالما ةغللاو ةيزيلنجلإا ينيميلعتلا .

عو نايبتسلاا في ينكراشلما ميسقت تمو مهدد

ةعوملمجا ؛ينتعوممج لىإ املعم

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ةيناثلا ةعوملمجا امأ .ينبردلما نم يدرف لكشب بيردتلا اوقلت نيذلا ينملعلما لمشت لىولأا نم فدلهاو .ينبردلما دحأ ةطساوب رادت ةيبيردت تاعوممج في اوكراش نيذلا ينملعلما لمشتف ملعم ينب نيواعتلا لمعلا ةفاقث مييقت وه ةساردلا هذه ينب ةقلاعلا ةساردل ،ةيوناثلا سرادلما ي

ىلع يميلعتلا بيردتلا يرثأت ةساردلو ،ملعملل نيواعتلا ملعتلاو يميلعتلا بيردتلا ةسرامم نيهلما مهريوطت نم اءزج برتعي يذلاو ،ينملعلما .

نيذلا ينملعلما نأ لىإ ةساردلا جئاتن يرشتو

اوقلتي لم نيذلا منهارقأب ةنراقم بيردتلا اوقلت نيواعتلا مهكولس في ىلعأ جئاتن اورهظأ بيردتلا

نيهلما ريوطتلا ىلع مهيرثأتو .

صوصنلما يميلعتلا بيردتلا رصانع نأ ةساردلا تتبثأ امك

،تاظحلالما ،زيفحتلا ،دراولما ،صاخشلأا ينب ةقلاعلا لمشت تيلاو ةساردلا هذه في اهيلع ملعلما ميلعت عم يربك لكشب ةطبترم انهأ ،ةجذمنلاو .

ةجذمنلاو زيفحتلا رصانع نأ رهظ امك

.ملعلما ميلعت في ةسيئرلا رصانعلا يه ةينواعتلا تاسراملما في نوبردلما اهكلتيم تيلا

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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

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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 ...

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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.

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

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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

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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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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

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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

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Table 4.15 Coefficients^a Multiple Regression Analysis ... 60

Table 4.16 Model Summary^b Of Multiple Regression Analysis ... 60

Table 4.17 ANOVA^a... 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

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LIST OF FIGURES

Figure 1.1 Theoretical Framework on Sociocultural Development ... 12 Figure 1.2 Conceptual Framework on Instructional Coaching and

Collaborative Learning ... 14

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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

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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

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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

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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

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the new MEB initiative which is termed the 6^th 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.

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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

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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.

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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-

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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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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

THE EFFECTIVENESS OF INSTRUCTIONAL COACHING IN PROMOTING COLLABORATIVE

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

ABSTRACT

ثحبلا ةصلاخ

ABSTRACT IN ARABIC

نيهلما ريوطتلل ةرمتسم ةليسوك ةيرغص تاعوممج للاخ نم وأ يدرفلا يميلعتلا بيردتلا نإ ميلعتلا ىلع مهعيجشتل نيهلما ميلعتلا عمتمج في ينملعلما تادوهمج معدي نأ عقوتلما نم

لا جيورت في يميلعتلا بيردتلا ةيلعاف ثحبت ةساردلا هذه .مادتسلما يملعم ينب نيواعتلا ملعت

عو نايبتسلاا في ينكراشلما ميسقت تمو مهدد

ةعوملمجا ؛ينتعوممج لىإ املعم

ىلع يميلعتلا بيردتلا يرثأت ةساردلو ،ملعملل نيواعتلا ملعتلاو يميلعتلا بيردتلا ةسرامم نيهلما مهريوطت نم اءزج برتعي يذلاو ،ينملعلما .

نيذلا ينملعلما نأ لىإ ةساردلا جئاتن يرشتو

اوقلتي لم نيذلا منهارقأب ةنراقم بيردتلا اوقلت نيواعتلا مهكولس في ىلعأ جئاتن اورهظأ بيردتلا

نيهلما ريوطتلا ىلع مهيرثأتو .

صوصنلما يميلعتلا بيردتلا رصانع نأ ةساردلا تتبثأ امك

،تاظحلالما ،زيفحتلا ،دراولما ،صاخشلأا ينب ةقلاعلا لمشت تيلاو ةساردلا هذه في اهيلع ملعلما ميلعت عم يربك لكشب ةطبترم انهأ ،ةجذمنلاو .

ةجذمنلاو زيفحتلا رصانع نأ رهظ امك

.ملعلما ميلعت في ةسيئرلا رصانعلا يه ةينواعتلا تاسراملما في نوبردلما اهكلتيم تيلا

APPROVAL PAGE

DECLARATION

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

ACKNOWLEDGEMENTS

TABLE OF CONTENTS

LIST OF TABLES

LIST OF FIGURES

LIST OF ABBREVIATIONS

CHAPTER ONE INTRODUCTION