The purpose of this qualitative study was to identify the systems, structures, and behaviors district leaders employ and enact to assist elementary school principals' relationship with their school instructional coach. Through the synthesis of current research, the conceptual framework was developed with a focus on district leadership behaviors and instructional coaching programs. The conceptual framework consisted of professional capital theory, instructional coaching model, and principal leadership skills. This study assessed the perceptions of six instructional coaches, six elementary principals, and three district leaders from Comet ISD regarding the specific behaviors district leaders use to support the relationship between the school principal and instructional coach. The three-part data collection process included document analysis, face-to-face interviews, and focus group interviews to support the triangulation of data. Through the a priori coding process, four themes emerged that identified key district structures and leadership behaviors needed to support the relationship between the school principal and instructional coach: program clarity, principal leadership skills, professional learning opportunities, and culture of continuous learning. This study revealed a specific need to understand program implementation, accountability, and evaluation of the effectiveness of the instructional coaching program in a fast-growth district.
|Creators||Webb, Mary Katherine|
|Contributors||Pazey, Barbara, Paufler, Noelle, van Tassell, Frances, Tinsley, Laurie|
|Publisher||University of North Texas|
|Source Sets||University of North Texas|
|Type||Thesis or Dissertation|
|Rights||Public, Webb, Mary Katherine, Copyright, Copyright is held by the author, unless otherwise noted. All rights Reserved.|
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