The coaching experience of four novice principals

Abstract

Purpose

This study followed four novice principals in two urban school districts through one or two years of their leadership coaching experience. The purpose of this study was to determine principals’ perceived benefits of the coaching experience, principals’ beliefs regarding the most beneficial attributes of a coach, and the match between these findings and the core leadership practices that most dramatically impact student achievement.

Design/methodology/approach

This study followed four novice principals in two urban school districts through one or two years of their leadership coaching experience.

Findings

Principals in this study appeared to have had a successful coaching experience in part because of: the coach's knowledge of curriculum, schools, and districts; the practicality of the experience; and the coach's ability to collaborate and shape the thinking of principals without being authoritative or intrusive. Principals experienced success on the job as identified by the student achievement on state tests and their advancement to district principal leadership roles.

Originality/value

The focus of the coaching in this study appeared to be centered on the core leadership practices noted to have the most impact on student achievement. The results revealed that the skills sets and knowledge of a coach are critical to the coaching experience. The general effects of a coaching focus on core leadership practices may also play a significant part in principal success; however, more research is needed to make a full determination.

Citation

James‐Ward, C. (2013), "The coaching experience of four novice principals", International Journal of Mentoring and Coaching in Education, Vol. 2 No. 1, pp. 21-33. https://doi.org/10.1108/20466851311323069