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.