Date of Award

January 2018

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational Leadership

First Advisor

Pauline Stonehouse

Abstract

ABSTRACT

Instructional leadership is identified as a critical function for school principals seeking to positively influence teaching and learning. In many instances, however, desired instructional leadership practices give way to the numerous management requirements faced by principals on a day-to-day basis. It has been proposed that principals will have a greater capacity for effective instructional leadership when they implement Breakthrough Coaching as an organization management model.

This study investigated differences in the instructional leadership behaviors of 140 school principals who utilize the Breakthrough Coaching, compared to those who do not. Further, the study examined if correlations exist between fidelity of implementation of Breakthrough Coaching and principal instructional leadership behaviors.

The results of this study examine the interaction effect of Breakthrough Coaching on instructional leadership. Initial review of means and Cohen’s d exhibited a medium effect size in the interaction between Breakthrough Coaching and the instructional leadership practices of principals. Further statistical analysis determined that the implementation of the Breakthrough Coaching management framework did not significantly impact the instructional leadership practices of principals. These findings are important for school districts and principals when considering the implementation of Breakthrough Coaching as an organizational management model.

Keywords: Instructional Leadership, Breakthrough Coaching, Organizational Management, Distributed Leadership, Professional Standards For Educational Leaders.

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