Description
This qualitative case study examined principals’ perceptions of professional development through a coaching model to identify key influence factors and outcomes. Using qualitative data sources (interviews and the Principal Self-Efficacy Perception Survey), the study examined the self-efficacy perception of principals who participated in the National Center for Urban School Transformation A+ Plus Principal Network and Coaching Model program in two Southern California districts. The purpose was to discover if there was a direct connection between principal self-efficacy and professional development that included mentor and coaching programs. The study examined processes for adequately preparing principals to be both effective instructional and transformational leaders. The study aimed to provide districts with structures to support and develop the transformational and instructional leadership of principals while further contributing to the research on principal professional development. Five key themes emerged from the data analysis: (a) Communication; (b) Collaboration (principal networks); (c) Coherent Systems; (d) Validation and Trust; and (e) Professional Learning. These themes demonstrated the significance of coaching for principals to improve instructional and transformational leadership and increase self-efficacy
