Date of Award
Doctor of Education in Educational Leadership for Learning Dissertations
Dr. Arvin Johnson
Committee Chair/First Advisor
Dr. Tak Chan
Second Committee Member
Dr. Susan Banke
The purpose of this quantitative study was to determine the effect of leadership coaching on new assistant principals’ perceptions of self-efficacy. Participants involved in the study included newly appointed assistant principals enrolled in a suburban public school district leadership academy that included multiple coaching sessions. Data were collected via a pre and post-test instrument designed to measure perceptions of self-efficacy. Analysis of covariance was used to determine whether the null hypothesis of two research questions would be accepted or rejected.
Findings showed that participants who experienced leadership coaching had statistically significant gains on post-test scores over pretest scores in all eight factors measured when controlling for pre-test scores. Furthermore, participants who experienced leadership coaching had significantly greater posttest mean scores than noncoached participants had in two of the eight measured factors when controlling for pretest scores.