Abstract

University-based educational leadership programs strive to prepare well-rounded school leaders who would be able to positively influence student learning by utilizing effective leadership practices (Duncan et al., 2011). One such practice, instructional coaching, was found to be powerful in improving student academic outcomes (Gotwalt & Hausburg, 2020; Haneda et al., 2019; Mitgang & Gill, 2012). The current study explored perceptions of the effectiveness of university-based educational leadership programs in developing instructional coaching skills. A sample of 65 students currently enrolled in educational leadership programs at Florida public universities was utilized. Data were collected by means of a survey designed specifically for this study. Data analyses included both quantitative and qualitative parts. The findings of the study showed that students' overall perceptions of the effectiveness of university-based educational leadership programs in developing instructional coaching skills were positive. Also, in students' perceptions, the effectiveness of the programs could be enhanced by adding more practice to the curricula. Additionally, the results of the research demonstrated that years of teaching experience, the number of credit hours completed in educational leadership programs, as well as the highest degree attained were not related to students' perceptions of the effectiveness of the programs in developing instructional coaching skills.

Notes

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Graduation Date

2022

Semester

Spring

Advisor

Bartee, RoSusan

Degree

Doctor of Education (Ed.D.)

College

College of Community Innovation and Education

Department

Educational Leadership and Higher Education

Degree Program

Educational Leadership; Executive Track

Format

application/pdf

Identifier

CFE0009015; DP0026348

URL

https://purls.library.ucf.edu/go/DP0026348

Language

English

Release Date

May 2027

Length of Campus-only Access

5 years

Access Status

Doctoral Dissertation (Campus-only Access)

Restricted to the UCF community until May 2027; it will then be open access.

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