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ABSTRACT
The purpose of our multi-case study was to understand the experiences of non-novice New York City and Washington, DC public charter school principals who had participated in leadership coaching as a component of their leadership development. Eight New York City and Washington DC public charter school principal cases were selected through purposeful sampling. Data were collected through semi-structured interviews, documents, and artifacts, which were analyzed, coded and grouped into three broader themes: the coaching process, the impact of coaching, and principal leader identity construction. The findings supported the following conclusions: (a) Participants’ experiences of coaching were inconsistent with the coaching literature; (b) The impact of coaching was shaped by perceived competencies of the coach and the structure of the coaching session; and (c) Participants’ leader identity construction was supported through the process of coaching.
Disclosure statement
No potential conflict of interest was reported by the authors.
Additional information
Notes on contributors
Anne D. Lackritz
Anne D. Lackritz is an Adjunct Professor at The George Washington University and a Partner at Noble Story Group, where she provides leadership coaching and leadership development for school principals and districts.
Maria Cseh
Maria Cseh is is an Associate Professor and the Director of the doctoral program in Human and Organizational Learning at The George Washington University.
Donald Wise
Donald Wise is a Professor of Educational Leadership at California State University-Fresno and a leadership coach and consultant for school principals and districts.