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Prevention Science

, Volume 17, Issue 4, pp 439–449 | Cite as

Understanding and Measuring Coach–Teacher Alliance: A Glimpse Inside the ‘Black Box’

  • Stacy R. Johnson
  • Elise T. Pas
  • Catherine P. Bradshaw
Article

Abstract

Coaching models are increasingly used in schools to enhance fidelity and effectiveness of evidence-based interventions; yet, little is known about the relationship between the coach and teacher (i.e., coach–teacher alliance), which may indirectly enhance teacher and student outcomes through improved implementation quality. There is also limited research on measures of coach–teacher alliance, further hindering the field from understanding the active components for successful coaching. The current study examined the factor structure and psychometric characteristics of a measure of coach–teacher alliance as reported by both teachers and coaches and explored the extent to which teachers and coaches reliably rate their alliance. Data come from a sample of 147 teachers who received implementation support from one of four coaches; both the teacher and the coach completed an alliance questionnaire. Separate confirmatory factor analyses for each informant revealed four factors (relationship, process, investment, and perceived benefits) as well as an additional coach-rated factor (perceived teacher barriers). A series of analyses, including cross-rater correlations, intraclass correlation coefficients, and Kuder-Richardson reliability estimates suggested that teachers and coaches provide reliable, though not redundant, information about the alliance. Implications for future research and the utilization of the parallel coach–teacher alliance measures to increase the effectiveness of coaching are discussed.

Keywords

Teachers Coaching Alliance Implementation of evidence-based interventions 

Notes

Acknowledgments

We thank Celene Domitrovich, Wendy Reinke, Keith Herman, and Jeanne Poduska for their consultation on the alliance measures used and tested in the Double Check Project. Support for this work comes from the U.S. Department of Education, Institute of Education Sciences (R324A110107; R305A150221, R305A130701), Spencer Foundation, and the National Institute of Mental Health (T32 MH019545-23).

Compliance with Ethical Standards

All procedures were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.

Conflict of Interest

The authors declare that they have no conflict of interest.

Informed Consent

Informed consent was obtained from all participants included in the study.

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Copyright information

© Society for Prevention Research 2016

Authors and Affiliations

  1. 1.Department of Mental HealthJohns Hopkins University, Bloomberg School of Public HealthBaltimoreUSA
  2. 2.Department of Human Services, Curry School of EducationUniversity of VirginiaCharlottesvilleUSA

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