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ERIC Number: ED648957
Record Type: Non-Journal
Publication Date: 2020
Pages: 135
Abstractor: As Provided
ISBN: 979-8-3514-0950-4
ISSN: N/A
EISSN: N/A
Available Date: N/A
New School Administrator Induction Program and the Role That Coaching Plays in Leading to Professional Self-Efficacy
Kathleen C. Lee
ProQuest LLC, Ed.D. Dissertation, La Sierra University
This study explores the experience of 13 candidates in a district-embedded new administrator induction program as it relates specifically to coaching. The research establishes the need to recruit and retain new administrators in the field of education, as many quit within the first three years and many others are expected to retire in the near future. The 2004 Annenberg Foundation for Education Reform found that coaching had a positive impact for teachers. However, there has been limited research on administrators in education and the benefits of coaching. This research is a qualitative phenomenological study based on the theoretical framework of Jack Mezirow's transformational learning theory and Knowles's adult learning theory. Andragogy, or adult learning theory, is the process (micro theory) to get to the outcome or (macro theory) of transformational learning. In order to examine the benefits of coaching new administrators, I looked at both the historical and theoretical perspective. I also reviewed the literature on coaching along with four scholarly articles. Five dissertations on coaching were also reviewed as part of my study. However, the bulk of this research was done through the interview process. I interviewed 13 administrative credential candidates to determine the elements of their experience in a district-embedded administrative credentialing program. Through my interviews, I discovered six themes with 16 subthemes related to the act of coaching. Through the interview process and my analysis of the themes, I identified what I call "the coaching relationship cycle". The cycle was evidenced by all 13 candidates interviewed, who each transitioned from vulnerable to confident. There is not only evidence to support positive growth on the part of the candidate but the organization as well. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A