The Effect of Leadership Coaching on the Self-Efficacy of New Assistant Principals

<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>

Name thesis:degree_name

Doctor of Education in Educational Leadership for Learning Dissertations

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Educational Leadership

Year

2018

Author dc:creator

• Manzella, Michael

Contributors dc:contributor

• Dr. Tak Chan
• Dr. Susan Banke

• assistant principal
• leadership coaching
• professional learning
• self-efficacy
• dissertation
• quantitative
• Educational Leadership

Repository record dc:identifier

https://digitalcommons.kennesaw.edu/educleaddoc_etd/17

OAI identifier oai:identifier

oai:digitalcommons.kennesaw.edu:educleaddoc_etd-1020