Best Practices for Instructional Coaching Feedback Strategies As Perceived by Effective Principals of High At-Risk Schools
Dallas Campus (Online)
Date of Award
Doctor of Education
Committee Chair or Primary Advisor
Second Committee Member or Secondary Advisor
Third Committee Member or Committee Reader
High-poverty schools have historically been low-performing schools. However, with the right strategies and leadership, these schools can have improved student achievement. The purpose of this qualitative instrumental case study was to describe best practice instructional coaching feedback strategies as perceived by effective principals of high at-risk schools in Louisiana. This study was framed around the transformational leadership theory by principals who utilize instructional leadership methods in their respective schools. Participants in this case study included eight high school principals. All the principals had been on their respective campuses for a minimum of two years, including the last years that data were generated by the state. The participants were asked questions based on the four categories of transformational leadership: intellectual stimulation, inspirational motivation, individualized consideration, and idealized influence. Data were collected through semistructured interviews which provided descriptions of the strategies and the experiences of the principals. The data were transcribed, member checked, and coded. Findings indicated that coaching, peer mentoring, and analyzing walkthrough results were best-practice coaching feedback strategies. This study contributes to describing the instructional coaching and feedback strategies that have been perceived to be successful by effective principals of high at-risk schools.
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Steward, Angela P., "Best Practices for Instructional Coaching Feedback Strategies As Perceived by Effective Principals of High At-Risk Schools" (2021). Digital Commons @ ACU, Electronic Theses and Dissertations. Paper 378.