Abstract
Purposes. The purposes of this study were (1) determine with what frequency principals demonstrate specific coaching behaviors associated with instructional improvement among teachers in high-performing elementary schools whose students come from high-poverty and/or ethnically diverse homes, (2) determine to what extent these coaching behaviors improve classroom instruction and student achievement, and (3) identify barriers principals face when coaching their teachers. Methodology. This descriptive ex post facto study included thirteen high-performing California elementary schools that enroll large numbers of students from ethnically diverse and socioeconomically disadvantaged homes. Principals and teachers completed an online questionnaire (N=71) and individual interviews (N=54). Descriptive statistics were used to analyze quantitative data. A two-tailed t-test for independent means determined differences in responses of principals and teachers to nine coaching behaviors. Qualitative data from open-ended questions on the questionnaire and interviews identified common patterns and themes. Findings. Principals frequently demonstrated eight of nine specific coaching behaviors: attending, active listening, questioning, empathy, feedback, summarizing, paraphrasing, and reflective dialogue. Attending was the most frequently demonstrated, confrontation the least frequently demonstrated. Principals and teachers reported changes in instructional programs, strategies, and student achievement as a result of coaching. Principals and teachers identified collaboration and data analysis as additional behaviors that improved instructional practices. Lack of time was identified as the major barrier principals faced to engaging in consistent coaching conversations with their teachers. Principals used a number of informal coaching strategies to overcome this barrier including informal coaching conversations, providing written feedback, and group data analysis meetings. Conclusions. Principals (1) used consistent, individual and small group coaching to improve instructional practices and student achievement; (2) integrated coaching into the culture of their schools; and (3) expanded the influence of their individual and small group coaching by encouraging teacher collaboration and reflective dialogue about their instructional practices and student achievement. Implication for action and recommendation for future research. Results suggest: (1) all elementary principals engage in consistent formal and informal coaching with their teachers; (2) a study be conducted to assess the impact principal coaching conversations would have on teachers whose students earn low achievement test scores.