Campus Location

Dallas Campus (Online)

Date of Award

6-2021

Document Type

Dissertation

Department

Educational Leadership

Degree Name

Doctor of Education

Committee Chair or Primary Advisor

Sandra Harris

Second Committee Member or Secondary Advisor

Scott Bailey

Third Committee Member or Committee Reader

Clementine Msengi

Abstract

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.

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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