{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/125111"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/125111","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"A Case Study of the Extent Coaching Increases the Instructional Leadership Self-Efficacy of Aspiring and Early Career Principals","abstract":"Principal self-efficacy and instructional leadership skills are among the most influential factors impacting school success (Goldring et al., 2021; Grissom et al., 2021; Tschannen-Moran and Gareis, 2007; Van Nieuwerburgh et al., 2020). The purpose of this case study was to examine the extent coaching increased the instructional leadership self-efficacy of elementary aspiring and early career principals (AECPs) who completed a specific AECP program offered within one Virginia public school division. The program provided principal coaching as a means of growing the AECPs' instructional leadership skills and self-efficacy. The AECPs in this case study received one-on-one coaching from a program leader and from a mentor principal in addition to receiving coaching from experienced principals during job-embedded learning and professional learning activities. The findings and associated implications produced from this case study provide information to support school division leaders and state departments in preparing a resilient and skilled pipeline of principals. One-on-one coaching and learning from experienced principals were both identified as key coaching experiences that the cohort attributed to their increased level of instructional leadership self-efficacy. Additionally, appreciation of being provided a non-evaluative coach and principal mentors from schools other than their assigned schools were noted within the aspiring and early career principals' explanations of increased instructional leadership self-efficacy. The findings contribute to related areas of scholarship and offer practical implications to school divisions seeking to reduce principal turnover, improve school outcomes and principal practice, and increase principal self-efficacy.","abstract_html":"Principal self-efficacy and instructional leadership skills are among the most influential factors impacting school success (Goldring et al., 2021; Grissom et al., 2021; Tschannen-Moran and Gareis, 2007; Van Nieuwerburgh et al., 2020). The purpose of this case study was to examine the extent coaching increased the instructional leadership self-efficacy of elementary aspiring and early career principals (AECPs) who completed a specific AECP program offered within one Virginia public school division. The program provided principal coaching as a means of growing the AECPs' instructional leadership skills and self-efficacy. The AECPs in this case study received one-on-one coaching from a program leader and from a mentor principal in addition to receiving coaching from experienced principals during job-embedded learning and professional learning activities. The findings and associated implications produced from this case study provide information to support school division leaders and state departments in preparing a resilient and skilled pipeline of principals. One-on-one coaching and learning from experienced principals were both identified as key coaching experiences that the cohort attributed to their increased level of instructional leadership self-efficacy. Additionally, appreciation of being provided a non-evaluative coach and principal mentors from schools other than their assigned schools were noted within the aspiring and early career principals' explanations of increased instructional leadership self-efficacy. The findings contribute to related areas of scholarship and offer practical implications to school divisions seeking to reduce principal turnover, improve school outcomes and principal practice, and increase principal self-efficacy.","abstract_has_math":false,"creators":["Colucci, Danielle E."],"institution":"Virginia Tech","degree_name":"Doctor of Education","degree_level":"doctoral","degree_discipline":"Educational Leadership and Policy Studies","degree_department":"Educational Leadership and Policy Studies","school":null,"contributors":[],"advisors":[],"committee_chairs":["Brinkmann, Jodie Lynn"],"committee_members":["Lowery, Charles L.","Alexander, Michael D.","Soltner, Eugene F."],"year":2025,"date_issued":"2025-03-28","date_published":"2025-03-28","updated_at":"2026-07-22T22:20:40Z","subjects":["Aspiring principals","principal and assistant principal coaching","self-efficacy","coaching","Instructional leadership self-efficacy"],"languages":["en"],"rights":["In Copyright"],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["vt_gsexam:42572"],"render_values":[{"text":"vt_gsexam:42572","href":null,"code":true}]}]},"links":{"outbound_url":"https://hdl.handle.net/10919/125111","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.committeechair","label":"Committee Chair","values":["Brinkmann, Jodie Lynn"]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Lowery, Charles L.","Alexander, Michael D.","Soltner, Eugene F."]},{"key":"dc:contributor.department","label":"Department","values":["Educational Leadership and Policy Studies"]},{"key":"dc:creator","label":"Author","values":["Colucci, Danielle E."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2025-03-29T08:00:22Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2025-03-29T08:00:22Z"]},{"key":"dc:date.issued","label":"Date","values":["2025-03-28"]},{"key":"dc:publisher","label":"Institution","values":["Virginia Tech"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership and Policy Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Virginia Polytechnic Institute and State University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Aspiring principals","principal and assistant principal coaching","self-efficacy","coaching","Instructional leadership self-efficacy"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["In Copyright"]},{"key":"dc:rights.uri","label":"Rights URI","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["vt_gsexam:42572"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10919/125111"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Principal self-efficacy and instructional leadership skills are among the most influential factors impacting school success (Goldring et al., 2021; Grissom et al., 2021; Tschannen-Moran and Gareis, 2007; Van Nieuwerburgh et al., 2020). The purpose of this case study was to examine the extent coaching increased the instructional leadership self-efficacy of elementary aspiring and early career principals (AECPs) who completed a specific AECP program offered within one Virginia public school division. The program provided principal coaching as a means of growing the AECPs' instructional leadership skills and self-efficacy. The AECPs in this case study received one-on-one coaching from a program leader and from a mentor principal in addition to receiving coaching from experienced principals during job-embedded learning and professional learning activities. The findings and associated implications produced from this case study provide information to support school division leaders and state departments in preparing a resilient and skilled pipeline of principals. One-on-one coaching and learning from experienced principals were both identified as key coaching experiences that the cohort attributed to their increased level of instructional leadership self-efficacy. Additionally, appreciation of being provided a non-evaluative coach and principal mentors from schools other than their assigned schools were noted within the aspiring and early career principals' explanations of increased instructional leadership self-efficacy. The findings contribute to related areas of scholarship and offer practical implications to school divisions seeking to reduce principal turnover, improve school outcomes and principal practice, and increase principal self-efficacy."]},{"key":"dc:description.abstractgeneral","label":"General Abstract","values":["This case study explored how coaching impacted the instructional leadership self-efficacy of a cohort of aspiring and early career principals (AECPs) who participated in an AECP program within their school division. The AECPs were provided one-on-one coaching from a program leader and mentor principals as well as job-embedded learning alongside experienced principals. The study found non-evaluative one-on-one coaching and the support provided by experienced principals outside their own schools, boosted the AECPs' instructional leadership self-efficacy. The findings offer practical implications for school divisions aiming to strengthen principal pipelines, reduce turnover, and improve school outcomes."]},{"key":"dc:description.degree","label":"Dc Description Degree","values":["Doctor of Education"]},{"key":"dc:format.medium","label":"Dc Format Medium","values":["ETD"]},{"key":"dc:title","label":"Title","values":["A Case Study of the Extent Coaching Increases the Instructional Leadership Self-Efficacy of Aspiring and Early Career Principals"]}]}],"canonical_facts":{"dc:contributor.committeechair":["Brinkmann, Jodie Lynn"],"dc:contributor.committeemember":["Lowery, Charles L.","Alexander, Michael D.","Soltner, Eugene F."],"dc:contributor.department":["Educational Leadership and Policy Studies"],"dc:creator":["Colucci, Danielle E."],"dc:date.accessioned":["2025-03-29T08:00:22Z"],"dc:date.available":["2025-03-29T08:00:22Z"],"dc:date.issued":["2025-03-28"],"dc:description.abstract":["Principal self-efficacy and instructional leadership skills are among the most influential factors impacting school success (Goldring et al., 2021; Grissom et al., 2021; Tschannen-Moran and Gareis, 2007; Van Nieuwerburgh et al., 2020). The purpose of this case study was to examine the extent coaching increased the instructional leadership self-efficacy of elementary aspiring and early career principals (AECPs) who completed a specific AECP program offered within one Virginia public school division. The program provided principal coaching as a means of growing the AECPs' instructional leadership skills and self-efficacy. The AECPs in this case study received one-on-one coaching from a program leader and from a mentor principal in addition to receiving coaching from experienced principals during job-embedded learning and professional learning activities. The findings and associated implications produced from this case study provide information to support school division leaders and state departments in preparing a resilient and skilled pipeline of principals. One-on-one coaching and learning from experienced principals were both identified as key coaching experiences that the cohort attributed to their increased level of instructional leadership self-efficacy. Additionally, appreciation of being provided a non-evaluative coach and principal mentors from schools other than their assigned schools were noted within the aspiring and early career principals' explanations of increased instructional leadership self-efficacy. The findings contribute to related areas of scholarship and offer practical implications to school divisions seeking to reduce principal turnover, improve school outcomes and principal practice, and increase principal self-efficacy."],"dc:description.abstractgeneral":["This case study explored how coaching impacted the instructional leadership self-efficacy of a cohort of aspiring and early career principals (AECPs) who participated in an AECP program within their school division. The AECPs were provided one-on-one coaching from a program leader and mentor principals as well as job-embedded learning alongside experienced principals. The study found non-evaluative one-on-one coaching and the support provided by experienced principals outside their own schools, boosted the AECPs' instructional leadership self-efficacy. The findings offer practical implications for school divisions aiming to strengthen principal pipelines, reduce turnover, and improve school outcomes."],"dc:description.degree":["Doctor of Education"],"dc:format.medium":["ETD"],"dc:identifier.other":["vt_gsexam:42572"],"dc:identifier.uri":["https://hdl.handle.net/10919/125111"],"dc:language.iso":["en"],"dc:publisher":["Virginia Tech"],"dc:rights":["In Copyright"],"dc:rights.uri":["http://rightsstatements.org/vocab/InC/1.0/"],"dc:subject":["Aspiring principals","principal and assistant principal coaching","self-efficacy","coaching","Instructional leadership self-efficacy"],"dc:title":["A Case Study of the Extent Coaching Increases the Instructional Leadership Self-Efficacy of Aspiring and Early Career Principals"],"dc:type":["Dissertation"],"thesis:degree_discipline":["Educational Leadership and Policy Studies"],"thesis:degree_level":["doctoral"],"thesis:degree_name":["Doctor of Education"],"thesis:institution_name":["Virginia Polytechnic Institute and State University"]},"updated_at":"2026-07-22T22:20:40Z"}