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Dissertation/Thesis Abstract

The sustainability of a coaching model for beginning principals
by Loving, Virginia F., Ph.D., Virginia Commonwealth University, 2011, 155; 3453654
Abstract (Summary)

This phenomenological study sought to determine what coaching-induced practices are acquired during novice principals first year as principal, and the sustainability of coaching-induced practices once the coach has been removed. This study identified skills learned while novice principals participated in a coaching program, and the extent to which these practices continued into the second, third, and fourth year of their principalship (as appropriate) once the coaching had concluded.

Face-to-face interviews were recorded, transcribed, and reviewed to provide insight into common themes from the participants. Direct quotations about the experience were then placed in a narrative to describe the phenomenon of the coaching experience as seen through the eyes of the participants.

After a careful review of the information, the findings reveal, that indeed, components of the coaching experience are sustainable once the coach has been removed. The common elements were data collection and analysis, confidence, feedback, finding a focus, and self-reflection.

Indexing (document details)
Advisor: Reardon, R. Martin
Commitee: DeMary, Jo Lynne, Huff, Richard R., Laursen, Erik
School: Virginia Commonwealth University
Department: Educational Leadership
School Location: United States -- Virginia
Source: DAI-A 72/07, Dissertation Abstracts International
Subjects: Educational leadership, Education Policy, School administration
Keywords: Beginning principals, Coaching, Coaching model, Mentoring, Phenomenological, Principals, Sustainability
Publication Number: 3453654
ISBN: 978-1-124-61980-4
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