Graduate Studies, UNL

 

Dissertations and Doctoral Documents from University of Nebraska-Lincoln, 2023–

First Advisor

Taeyon Kim

Degree Name

Doctor of Education (Ed.D.)

Committee Members

Jiangang Xia, Shavonna Holman, Soo Young Hong

Department

Educational Administration

Date of this Version

2025

Document Type

Dissertation

Citation

A dissertation presented to the faculty of the Graduate College of the University of Nebraska in partial fulfillment of requirements for the degree Doctor of Education (Ed.D.)

Major: Educational Administration

Under the supervision of Professor

Lincoln, Nebraska, December 2025

Comments

Copyright 2025, the author. Used by permission

Abstract

This participatory action research (PAR) study explored how Lincoln Public Schools (LPS) preschool instructional coaches develop coaching strategies that support teachers in fostering social-emotional learning (SEL) among young children. Grounded in the collaborative principles of PAR, the study positioned instructional coaches as co-researchers.

The research was conducted within the LPS Department of Early Childhood Education, involving four preschool instructional coaches. Data were generated through semi-structured interviews, coaches’ classroom observations, informal teacher-coach conversations, researcher’s observations of coaching sessions, and a group reflection session. Using an iterative analytical approach (Tracy, 2020), the study examined how coaching strategies evolve and the conditions that facilitate or constrain their effectiveness in supporting teachers in building their capacity in SEL instruction.

Findings revealed that the development of coaching strategies centered around shared goal planning, modeling, feedback, and reflection. These are the core components that strengthened both teacher practice and student outcomes. The collaborative PAR process empowered coaches to co-construct knowledge and refine practices that respond to teachers’ needs within authentic early childhood contexts.

The study highlights the significance of instructional coaching as a component of professional learning support for teachers. By integrating practitioner experience with scholarly reflection, this work contributes to a growing body of knowledge on effective instructional coaching for promoting social-emotional competencies in preschool settings.

Advisor: Taeyeon Kim

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