Virtual mentoring and coaching through virtual professional leadership learning communities for school leaders: a mixed-methods study

ABSTRACT

The empirical research examining the effects of virtual mentoring and coaching (VMC) on principal leadership development is limited. Furthermore, little is known about school leaders who engage in virtual professional leadership learning communities (VPLCs) and how much school leaders grow with VPLCs who are also receiving VMC at the same time. The purpose of this study was to examine the effect of VMC on school leaders’ professional growth and to determine how school leaders perceived the effectiveness of the VMC while being engaged in VPLCs. The findings showed positive effects of VMC on school leaders’ professional leadership development, and the younger practicing leaders tended to benefit more from the VPLCs.

KEYWORDS:

• Virtual mentoring and coaching (VMC)
• virtual professional development (VPD)
• virtual professional leadership learning communities (VPLCs)
• leadership development
• school leaders
• instructional leadership

Disclosure statement

We have no known conflict of interest to disclose.

Additional information

Funding

The research described in this article was supported by the U.S. Department of Education Supporting Effective Educator Development Grant Program, Project Accelerated Preparation of Leaders for Underserved Schools (A-PLUS, Grant Award No. U423A170053).