The purpose of this quantitative study was to determine the effect of leadership coaching on new assistant principals’ perceptions of self-efficacy. Participants involved in the study included newly appointed assistant principals enrolled in a suburban public school district leadership academy that included multiple coaching sessions. Data were collected via a pre and post-test instrument designed to measure perceptions of self-efficacy. Analysis of covariance was used to determine whether the null hypothesis of two research questions would be accepted or rejected.
Findings showed that participants who experienced leadership coaching had statistically significant gains on post-test scores over pretest scores in all eight factors measured when controlling for pre-test scores. Furthermore, participants who experienced leadership coaching had significantly greater posttest mean scores than noncoached participants had in two of the eight measured factors when controlling for pretest scores.
","abstract_html":"<p>The purpose of this quantitative study was to determine the effect of leadership coaching on new assistant principals’ perceptions of self-efficacy. Participants involved in the study included newly appointed assistant principals enrolled in a suburban public school district leadership academy that included multiple coaching sessions. Data were collected via a pre and post-test instrument designed to measure perceptions of self-efficacy. Analysis of covariance was used to determine whether the null hypothesis of two research questions would be accepted or rejected. </p> <p>Findings showed that participants who experienced leadership coaching had statistically significant gains on post-test scores over pretest scores in all eight factors measured when controlling for pre-test scores. Furthermore, participants who experienced leadership coaching had significantly greater posttest mean scores than noncoached participants had in two of the eight measured factors when controlling for pretest scores.</p>","abstract_has_math":false,"creators":["Manzella, Michael"],"institution":null,"degree_name":"Doctor of Education in Educational Leadership for Learning Dissertations","degree_level":"Dissertation","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Dr. Tak Chan","Dr. Susan Banke"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2018,"date_issued":"2018-10-16T07:00:00Z","date_published":"2018-10-16T07:00:00Z","updated_at":"2026-07-24T02:43:26Z","subjects":["assistant principal","leadership coaching","professional learning","self-efficacy","dissertation","quantitative","Educational Leadership"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.kennesaw.edu/educleaddoc_etd/17","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Tak Chan","Dr. Susan Banke"]},{"key":"dc:creator","label":"Author","values":["Manzella, Michael"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Educational Leadership for Learning Dissertations"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["assistant principal","leadership coaching","professional learning","self-efficacy","dissertation","quantitative","Educational Leadership"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.kennesaw.edu/educleaddoc_etd/17"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this quantitative study was to determine the effect of leadership coaching on new assistant principals’ perceptions of self-efficacy. Participants involved in the study included newly appointed assistant principals enrolled in a suburban public school district leadership academy that included multiple coaching sessions. Data were collected via a pre and post-test instrument designed to measure perceptions of self-efficacy. Analysis of covariance was used to determine whether the null hypothesis of two research questions would be accepted or rejected.
Findings showed that participants who experienced leadership coaching had statistically significant gains on post-test scores over pretest scores in all eight factors measured when controlling for pre-test scores. Furthermore, participants who experienced leadership coaching had significantly greater posttest mean scores than noncoached participants had in two of the eight measured factors when controlling for pretest scores.
"]},{"key":"dc:title","label":"Title","values":["The Effect of Leadership Coaching on the Self-Efficacy of New Assistant Principals"]}]}],"canonical_facts":{"dc:contributor":["Dr. Tak Chan","Dr. Susan Banke"],"dc:creator":["Manzella, Michael"],"dc:description.abstract":["The purpose of this quantitative study was to determine the effect of leadership coaching on new assistant principals’ perceptions of self-efficacy. Participants involved in the study included newly appointed assistant principals enrolled in a suburban public school district leadership academy that included multiple coaching sessions. Data were collected via a pre and post-test instrument designed to measure perceptions of self-efficacy. Analysis of covariance was used to determine whether the null hypothesis of two research questions would be accepted or rejected.
Findings showed that participants who experienced leadership coaching had statistically significant gains on post-test scores over pretest scores in all eight factors measured when controlling for pre-test scores. Furthermore, participants who experienced leadership coaching had significantly greater posttest mean scores than noncoached participants had in two of the eight measured factors when controlling for pretest scores.
"],"dc:identifier":["https://digitalcommons.kennesaw.edu/educleaddoc_etd/17"],"dc:subject":["assistant principal","leadership coaching","professional learning","self-efficacy","dissertation","quantitative","Educational Leadership"],"dc:title":["The Effect of Leadership Coaching on the Self-Efficacy of New Assistant Principals"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education in Educational Leadership for Learning Dissertations"]},"updated_at":"2026-07-24T02:43:26Z"}