The purpose of this research study was to investigate the impact of participation in the Southwest Independent School District’s Principal Coaching Initiative on urban school principals’ leadership practice. The following research questions were the focus for this mixed methods research study: (1) How does participation in the Southwest ISD Principal Coaching Initiative (SPCI) prepare principals to become effective leaders?; (2) How does the SPCI influence the knowledge, beliefs, and leadership practices of urban school principals?; (3) How does an urban school principal create and sustain organizational structures and processes that promote effective teacher practice and improve student outcomes?; (4) What leadership support structures enable leader practice?; (5) How can the Val Ed instrument serve as a coaching tool to assist principals to become effective instructional leaders?
Multiple sources of data were collected for analysis in this study: pre and post-intervention interviews with each principal and a subset of their teachers; pre and post-intervention observations of the principal interacting with teachers; classroom observations of teachers interacting with their students; and observations of classroom teachers interacting with other teachers. Additionally, a collection of documents and artifacts relevant to the study were collected for analysis. Pre and post-intervention data were also collected from the administration of the Vanderbilt Assessment of Leadership in Education (VAL-ED) survey to each principal, his/her supervisor, and their teachers.
The results of the study indicated that principals’ overall level of effectiveness increased as a result of participation in the program. There is some evidence that the leadership practices of the two case study school principals were positively impacted over the course of their participation in the SPCI. The findings of this study carry significant implications for the future of leadership preparation programs and the ongoing support of educational leaders throughout their tenure as school-based administrators.
|Commitee:||Escalante, Michael, Marsh, David|
|School:||University of Southern California|
|School Location:||United States -- California|
|Source:||DAI-A 71/09, Dissertation Abstracts International|
|Subjects:||Educational leadership, School administration, Continuing education|
|Keywords:||Capacity building, Distributed leadership, Leadership development, Leadership support structures, Principal, Principal leadership, Social justice, Urban education, Urban schools|
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