This qualitative case study focused on the effectiveness of leadership coaching and its impact on school principals’ professional growth. Through an in-depth interview process with eight principals, perceptions regarding their leadership or performance coach’s effectiveness were explored using the CLEAR Coaching Model as a conceptual framework. Participants shared experiences through participation in the School Support Program hosted by the Arkansas Leadership Academy. Five significant themes emerged from this study: 1) the coaching relationship impacts effectiveness, 2) a working alliance is needed to ensure desired outcomes, 3) understanding school culture and current reality are necessary before coaching can begin, 4) the coach’s ability to ask questions influences the perception of success in the coaching experience, and 5) professional learning experiences with the addition of a coach are more successful.
","abstract_html":"<p>This qualitative case study focused on the effectiveness of leadership coaching and its impact on school principals’ professional growth. Through an in-depth interview process with eight principals, perceptions regarding their leadership or performance coach’s effectiveness were explored using the CLEAR Coaching Model as a conceptual framework. Participants shared experiences through participation in the School Support Program hosted by the Arkansas Leadership Academy. Five significant themes emerged from this study: 1) the coaching relationship impacts effectiveness, 2) a working alliance is needed to ensure desired outcomes, 3) understanding school culture and current reality are necessary before coaching can begin, 4) the coach’s ability to ask questions influences the perception of success in the coaching experience, and 5) professional learning experiences with the addition of a coach are more successful. </p>","abstract_has_math":false,"creators":["Starr, Kimberly A."],"institution":null,"degree_name":"Doctor of Education in Adult and Lifelong Learning (EdD)","degree_level":"Dissertation","degree_discipline":null,"degree_department":null,"school":null,"contributors":["Grover, Kenda S.","Miller, Michael T."],"advisors":["Kacirek, Kit"],"committee_chairs":[],"committee_members":[],"year":2021,"date_issued":"2021-05-01T07:00:00Z","date_published":"2021-05-01T07:00:00Z","updated_at":"2026-07-24T00:58:44Z","subjects":["CLEAR Model of Coaching","Coaching Principals","Leadership Coaching","Adult and Continuing Education","Educational Assessment, Evaluation, and Research","Educational Leadership","Educational Methods","Scholarship of Teaching and Learning","Teacher Education and Professional Development"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarworks.uark.edu/etd/4037","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Grover, Kenda S.","Miller, Michael T."]},{"key":"dc:contributor.advisor","label":"Advisor","values":["Kacirek, Kit"]},{"key":"dc:creator","label":"Author","values":["Starr, Kimberly A."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2021"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2024-02-06T08:00:00Z"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Adult and Lifelong Learning (EdD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["CLEAR Model of Coaching","Coaching Principals","Leadership Coaching","Adult and Continuing Education","Educational Assessment, Evaluation, and Research","Educational Leadership","Educational Methods","Scholarship of Teaching and Learning","Teacher Education and Professional Development"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarworks.uark.edu/etd/4037"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This qualitative case study focused on the effectiveness of leadership coaching and its impact on school principals’ professional growth. Through an in-depth interview process with eight principals, perceptions regarding their leadership or performance coach’s effectiveness were explored using the CLEAR Coaching Model as a conceptual framework. Participants shared experiences through participation in the School Support Program hosted by the Arkansas Leadership Academy. Five significant themes emerged from this study: 1) the coaching relationship impacts effectiveness, 2) a working alliance is needed to ensure desired outcomes, 3) understanding school culture and current reality are necessary before coaching can begin, 4) the coach’s ability to ask questions influences the perception of success in the coaching experience, and 5) professional learning experiences with the addition of a coach are more successful.
"]},{"key":"dc:title","label":"Title","values":["Principal Perceptions of Effective Performance Coaching: A Case Study"]}]}],"canonical_facts":{"dc:contributor":["Grover, Kenda S.","Miller, Michael T."],"dc:contributor.advisor":["Kacirek, Kit"],"dc:creator":["Starr, Kimberly A."],"dc:date":["2021"],"dc:date.available":["2024-02-06T08:00:00Z"],"dc:description.abstract":["This qualitative case study focused on the effectiveness of leadership coaching and its impact on school principals’ professional growth. Through an in-depth interview process with eight principals, perceptions regarding their leadership or performance coach’s effectiveness were explored using the CLEAR Coaching Model as a conceptual framework. Participants shared experiences through participation in the School Support Program hosted by the Arkansas Leadership Academy. Five significant themes emerged from this study: 1) the coaching relationship impacts effectiveness, 2) a working alliance is needed to ensure desired outcomes, 3) understanding school culture and current reality are necessary before coaching can begin, 4) the coach’s ability to ask questions influences the perception of success in the coaching experience, and 5) professional learning experiences with the addition of a coach are more successful.
"],"dc:identifier":["https://scholarworks.uark.edu/etd/4037"],"dc:subject":["CLEAR Model of Coaching","Coaching Principals","Leadership Coaching","Adult and Continuing Education","Educational Assessment, Evaluation, and Research","Educational Leadership","Educational Methods","Scholarship of Teaching and Learning","Teacher Education and Professional Development"],"dc:title":["Principal Perceptions of Effective Performance Coaching: A Case Study"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education in Adult and Lifelong Learning (EdD)"]},"updated_at":"2026-07-24T00:58:44Z"}