Dissertation/Thesis Abstract

The Impact of Coaching on the Leadership Practices of California Public School Superintendents
by Harmeier, Michelle, Ed.D., Brandman University, 2016, 201; 10132033
Abstract (Summary)

The role of public school superintendent is complex, challenging, political, and sometimes volatile. A shortage of candidates has plagued California during the past 10 years, due to high turnover rates resulting from the fallout of the NCLB punitive reform measures, increasing baby boomer retirements, and a reluctance of district leaders to step up to this demanding position. This top leadership role is unlike any other in K-12 education, due to the responsibilities with outside constituents and the advisory relationship with the school board. The purpose of this qualitative study was to document and explore the experiences of California public school superintendents who participated in leadership or executive coaching as a form of professional development and support while serving in this position. Data was collected through interviews with superintendents who agreed to participate. These interviews were transcribed and coded through the lens of the eight AASA Professional Standards for the Superintendency. This study sought to determine the efficacy of coaching as a support tool for superintendents with respect to their ability to lead in their positions. The coded results of the interviews were focused on the eight standards that included: 1) Strategic Leadership and District Culture, 2) Policy and Governance, 3) Communications, 4) Leadership and Organizational Management and School Finance, 5) Curriculum Planning ad Development, 6) Instructional Management, 7) Staff Evaluation and Personnel Management, 8) Values and Ethics. The qualitative components of the study were gathered through purposive sampling. Email invitations to participate were sent to targeted superintendents in seven counties in California. Analysis of the data revealed that superintendents who participated in leadership or executive coaching received a blended model of coaching which included mentoring and coaching strategies. All of the superintendents in this study received support in more than one of the eight areas of the AASA Professional Standards for the Superintendency. The study revealed that coaching supported superintendents in all of the eight standard areas. Retired superintendents provided all of the coaching support, except in one case. Every superintendent had a positive experience with coaching support.

Indexing (document details)
Advisor: Rivera Cote, Myrna
Commitee: Buster, Walter, Ryder, Marilou
School: Brandman University
Department: School of Education
School Location: United States -- California
Source: DAI-A 77/12(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Educational leadership, School administration, Public administration
Keywords: California public schools, Coaching, Executive coaching, Leadership coaching, Mentor, School board, Superintendent
Publication Number: 10132033
ISBN: 978-1-339-89864-3
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