Principal-instructional coach partnership: An exploration into the influence of trust

McAdam, Karla Jean Lawler

Permalink

https://hdl.handle.net/2142/120096 Copy

Description

Title

Principal-instructional coach partnership: An exploration into the influence of trust

Author(s)

McAdam, Karla Jean Lawler

Issue Date

2023-04-26

Director of Research (if dissertation) or Advisor (if thesis)

Roegman, Rachel

Doctoral Committee Chair(s)

Roegman, Rachel

Committee Member(s)

• Hackmann, Donald G
• Moller, Karla J
• Herrmann, Mary

Department of Study

Educ Policy, Orgzn & Leadrshp

Discipline

Educ Policy, Orgzn & Leadrshp

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ed.D.

Degree Level

Dissertation

Keyword(s)

• relational trust
• instructional coaching
• trust
• principal leadership
• partnership
• professional learning
• adult learning
• educator learning
• teacher practice

Abstract

Coaching has become increasingly popular across the United States with an emerging body of research examining their impact on teacher practice. However, there is little research specific to the partnership between the principal and instructional coach. This gap in research leaves a void of knowledge in the field when districts seek to develop, implement, and sustain instructional coaching. The purpose of this dissertation was to explore the principal-instructional coach partnership through the lens of relational trust. Specifically, partnerships were explored regarding the coaching vision and roles and responsibilities, and understandings of the coaching work. This study also explored the presence of collaborative efforts, conditions and structures which support the professional learning, and the influence of trust on the principal-instructional coach partnership. To deepen an understanding of the principal-instructional coach partnership, this study was guided by the following research questions: 1) To what extent do central administrators, principals, and instructional coaches in two districts located in different states: have a shared understanding of the vision for instructional coaches; and define and understand each other’s roles and responsibilities? 2) To what extent do central administrators, principals, and instructional coaches in two districts located in different states: create the conditions and structures; and work together to support professional learning in schools? 3) To what extent are Bryk and Schneider’s (2002) and Hoy and Tschannen-Moran’s (1999, 2000) criteria of trust reflected in three principal-instructional coach partnership in two different districts? This study was grounded in a basic qualitative research design, targeting four key actors: a state coordinator, central administrators, principals, and instructional coaches. The conceptual framework created for the study was based on the relational trust work of Bryk and Schneider (2002)and the individual and tandem work of Tschannen-Moran and Hoy (1999, 2000). Datawere collected through virtual semi-structured interviews, observations, and relevant documentation. The collection of multiple data points informed the study through the analysis of individual perception measures, intersections of the perceptions of paired principals and instructional coaches, and cross-comparison of individual partnership results. The findings suggested higher levels of trust in relationships contributed to stronger principal-instructional coach partnerships. Pre-existing relationships were shown to provide a foundation for higher levels of trust, even if there was limited evidence of a partnership. The study showed that those who exhibited both higher levels of trust and a stronger partnership appeared to have a deeper understanding of and commitment to instructional coaching. Conversely, the less developed or non-existent the partnership appeared, the less individuals had shared understandings of the coaching vision, were able to define and agree upon roles and responsibilities, and limited school conditions or structures were in place to support instructional coaching in the building. This paper concludes with implications for policy, leadership programs, practice, and research.

Graduation Semester

2023-05

Type of Resource

Thesis

Copyright and License Information

Copyright 2023 Karla Jean Lawler McAdam

Owning Collections