This study was conducted to determine if there were significant differences between the self-efficacy and responsibility beliefs among those who had received instructional coaching and those who had not. This mixed-methods study used the Teacher Responsibility Scale (TRS) to measure both self-efficacy and responsibility beliefs as well as open-ended, research developed questions to determine what instructional coaching strategies were perceived to be the most effective among teachers. The TRS and open-ended questions were completed within 23 schools (i.e., 184 teachers) in South Central Kentucky and Middle Tennessee. Data indicated that there was a significant difference between both self-efficacy and responsibility beliefs among those who had received instructional coaching compared to those who had not. Also, teachers indicated that Professional Learning Communities (PLCs), peer observations, effective feedback, and reflection were among the most effective instructional coaching strategies. Furthermore, this study indirectly addressed the problem of high teacher turnover and low retention rates among teachers and contributes to the literature on factors that might improve retention rates among effective teachers and decrease turnover rates in schools. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]