Principal Coaching Strategies in a Catholic Context: A Case Study
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Date
2021-05
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[Bloomington, Ind.] : Indiana University
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Abstract
The role of the K-12 school principal has become increasingly complex and demanding, particularly for Catholic school leaders. Principal coaching offers a promising avenue of support to ensure K-12 leaders are equipped with the skills and knowledge to meet the ever-changing demands of the position. This study extends the growing base of research on principal coaching by examining salient coaching strategies within a Catholic context, exploring how coaches utilize strategies to effectively support the development of principals in different contexts, further considering how these adjustments influence the coaching relationship. Data was collected through the observation of coaching sessions, an analysis of the coaching logs, and the interviews conducted with a sample of principals and their coaches who were participating in a University-based principal coaching program in the midwestern United States. The data was transcribed, coded, and organized into themes using a provisional coding scheme to establish findings. Key strategies which effectively supported principals' growth as spiritual leaders included (1) reframing leadership within the school's religious mission, (2) explicit modeling of spiritual leadership through vulnerability and authentic affirmation, and (3) protecting time for faith-based reflection. While all coaches prioritized establishing trust as a key strategy, an overly responsive approach designed to elicit trust also had a tendency to lead to unfocused coaching sessions.
Coaches who embodied a role as an accountability partner facilitated greater implementation and growth in self-confidence and ownership of growth among their principals. Directive strategies were utilized more often when principals demonstrated lower confidence or actionability, while facilitative strategies were more effective with experienced leaders. The study concludes with a number of recommendations for improving the supervision and support provided to principals, particularly those in faith-based contexts. In particular, recommendations on how to ensure the ongoing growth of principals as spiritual leaders are presented, as well as considerations for how coaching might complement the work of central office leaders in the supervision of principals.
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Thesis (Ed.D.) – Indiana University, Department of Educational Leadership and Policy Studies, 2021
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principal coaching, catholic education, blended coaching, learning oriented leadership
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“Thesis (Ed.D.)”