Assistant Principals and the Phenomenon of Leadership Coaching
This study sought to define and explore executive leadership coaching as a form of professional learning for educational leaders. This was a qualitative phenomenological inquiry into the ways, if any, that leadership coaching impacts the skills and abilities of first-year assistant principals. Research was conducted with a cohort of newly appointed assistant principals from a suburban school district outside of Atlanta, Georgia. Participants were part of a district leadership academy which provided professional learning and support for new administrators. The participants received leadership coaching from coaches endorsed by the Georgia Professional Standards Commission (PSC) as one form of professional learning.
Assistant Principal, leadership coaching, coaching, self-efficacy, growth, professional learning, Education, Educational Administration and Supervision, Educational Leadership, Elementary and Middle and Secondary Education Administration
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