Date of Award

1-21-2022

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

Elizabeth Vaughn-Neely

Abstract

Despite the increase of research on leadership development strategies for principals, there continues to be a gap in literature that examined the effectiveness of executive coaching and mentoring on principals' sense of efficacy in the areas of instructional leadership, moral leadership, and management. This mixed method study compared the effectiveness of leadership development strategies executive coaching and mentoring. The research questions guiding the study were: (1) Is there a difference among principals' who received executive coaching engagements, mentor experiences, or no leadership development and their levels of perceived efficacy in the areas of instructional leadership, moral leadership and management, as measured by the Principals' Sense of Efficacy Scale? (2) What are principals' perceptions of executive coaching engagements and mentoring experiences? The quantitative portion of the study addressed the first research question in which principals provided demographic data and completed the Principal Sense of Efficacy Scale (Tschannen-Moran & Gareis, 2004) through a web based survey. The qualitative portion of the study entailed standardized open-ended interviews of principals who received coaching engagements or mentoring experiences. Analyses were conducted on data from 169 principals who participated in either executive coaching or mentoring as a form of leadership development. The analysis of the quantitative data for research question one utilized a MANOVA to compare the effect of leadership Develop ment strategies on the principals' sense of efficacy. Results indicated no statistical significance difference in the strategies on the principals' efficacy in the areas of instructional leadership, moral leadership, and management. The qualitative data indicated principals believed their experiences with mentoring and coaching were very beneficial to their development as an effective instructional leader and manager. Results also indicated the forms of leadership development had little impact on the administrators' efficacy as a moral leader.

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