The principal role has changed in the past 20 years, making feedback and coaching imperative. Districts with transparent and streamlined support for principals have a greater chance of seeing improvements in student achievement. The role of principal supervisors and coaches is also crucial, as they are the vehicles of support for principals. This qualitative study involved examining the responses of principal supervisors/coaches about their experiences supporting school leaders and public data reflecting school leader satisfaction and barriers in the role. Results highlight the changing role of the school principal and the importance of leading with equity and increasing their efficacy in supporting instruction. The data indicates increased targeted feedback and coaching to principals supports them in being more equitable with leading instruction.
","abstract_html":"<p>The principal role has changed in the past 20 years, making feedback and coaching imperative. Districts with transparent and streamlined support for principals have a greater chance of seeing improvements in student achievement. The role of principal supervisors and coaches is also crucial, as they are the vehicles of support for principals. This qualitative study involved examining the responses of principal supervisors/coaches about their experiences supporting school leaders and public data reflecting school leader satisfaction and barriers in the role. Results highlight the changing role of the school principal and the importance of leading with equity and increasing their efficacy in supporting instruction. The data indicates increased targeted feedback and coaching to principals supports them in being more equitable with leading instruction.</p>","abstract_has_math":false,"creators":["Cooke, Fatima"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - NLU Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Joy Chen"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-12-01T08:00:00Z","date_published":"2022-12-01T08:00:00Z","updated_at":"2026-07-24T03:21:12Z","subjects":["Principal","Educational Leadership","Coaching","Equity","Feedback","Education","Educational Administration and Supervision","Elementary and Middle and Secondary Education Administration","Urban Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/722","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Joy Chen"]},{"key":"dc:creator","label":"Author","values":["Cooke, Fatima"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2023-03-18T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - NLU Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Principal","Educational Leadership","Coaching","Equity","Feedback","Education","Educational Administration and Supervision","Elementary and Middle and Secondary Education Administration","Urban Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/722"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The principal role has changed in the past 20 years, making feedback and coaching imperative. Districts with transparent and streamlined support for principals have a greater chance of seeing improvements in student achievement. The role of principal supervisors and coaches is also crucial, as they are the vehicles of support for principals. This qualitative study involved examining the responses of principal supervisors/coaches about their experiences supporting school leaders and public data reflecting school leader satisfaction and barriers in the role. Results highlight the changing role of the school principal and the importance of leading with equity and increasing their efficacy in supporting instruction. The data indicates increased targeted feedback and coaching to principals supports them in being more equitable with leading instruction.
"]},{"key":"dc:title","label":"Title","values":["Impacts of Principal Coaching on Fostering Equitable School and District Practices"]}]}],"canonical_facts":{"dc:contributor":["Joy Chen"],"dc:creator":["Cooke, Fatima"],"dc:date.available":["2023-03-18T07:00:00Z"],"dc:description.abstract":["The principal role has changed in the past 20 years, making feedback and coaching imperative. Districts with transparent and streamlined support for principals have a greater chance of seeing improvements in student achievement. The role of principal supervisors and coaches is also crucial, as they are the vehicles of support for principals. This qualitative study involved examining the responses of principal supervisors/coaches about their experiences supporting school leaders and public data reflecting school leader satisfaction and barriers in the role. Results highlight the changing role of the school principal and the importance of leading with equity and increasing their efficacy in supporting instruction. The data indicates increased targeted feedback and coaching to principals supports them in being more equitable with leading instruction.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/722"],"dc:subject":["Principal","Educational Leadership","Coaching","Equity","Feedback","Education","Educational Administration and Supervision","Elementary and Middle and Secondary Education Administration","Urban Education"],"dc:title":["Impacts of Principal Coaching on Fostering Equitable School and District Practices"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - NLU Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:21:12Z"}