Perceptions of the effects of the relationship with the building principal: The story of six literacy coaches
Abstract
The purpose of this qualitative study was to identify the effects of the relationship with the building principal as perceived by literacy coaches. A pilot study of a district-wide literacy coaching initiative found that the relationship with the building principal played an essential role in the coaches' perceptions of success. Previous studies support the importance of professional development programs that use long-term, sustained approaches, such as peer mentoring. Furthermore, the role of building principals as leaders in the building has been emphasized. However, little research describes the characteristics of a building principal that can insure the success of a peer mentor, or literacy coach. This study focused on the relationships between literacy coaches and building principals in order to examine the perceived effects of a building principal on the achievement of the coaches' success. The study was guided by three questions (1) What are the perceptions of a peer coach regarding the importance of his/her relationship with the building principal (2) How were the coaches' roles defined and how did that affect their perceived success and (3) What are the common characteristics of the relationships between peer coaches and their building principals? A purposive sample of six literacy coach participants was selected. Interviews with the coaches, as well as their respective building principals, were used as the main data source. Interpretation consisted of a crosscase analysis of the six participants comparing the common themes of their experiences. Results showed three important characteristics as perceived by the coaches: (1) The relationship with the principal is necessary no matter how much training the coach receives; (2) Principals must support the coaches by positioning them in the building as leaders who provide a valuable function; and (3) Principals must understand the role of the coach in order to develop a close working relationship. This study has implications for school systems that wish to implement a digital-age literacy coaching initiative that allows coaches to perceive success early on.
Degree
Ph.D.
Advisors
Ertmer, Purdue University.
Subject Area
School administration|Literacy|Reading instruction
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