Coaching for Improved Teaching – A Virtuous Model for Improving Performance and Increasing Commitment

Cam Caldwell, Ella Carter, Larry A. Floyd


In academic institutions around the world, faculty and administrators are searching for new ways to improve teaching effectiveness and prepare students for a more demanding global workplace. Although improving the effectiveness of teaching has long been acknowledged as an important priority, at most academic institutions current performance assessment programs for evaluating faculty effectiveness are often perceived as being limited, ineffective and outmoded. In this paper, we identify key shortcomings of current teaching assessment methods and suggest an improved seven-step coaching model for improving teaching effectiveness. The proposed model also includes ten testable propositions for improving teaching effectiveness.

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Business and Management Research
ISSN 1927-6001 (Print)   ISSN 1927-601X (Online)

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