Principal coaching behaviors and the development of veteran teachers' instructional practices

Abstract

This qualitative study addresses the need for the school principal to take on the role of a coach, specifically for veteran teachers, rather than merely one of a manager or evaluator. The purpose of this study was to identify principal coaching behaviors that foster professional relationships and teacher development of curriculum and instruction for veteran teachers. The data were gathered from interviews conducted with 20 educators, principals and teachers. The interviews were then transcribed manually and analyzed and the following common themes emerged from both principal and teacher interview data: consistent teacher feedback, supportive instructional leadership, relationship building, challenges of coaching, and open communication.