Abstract
Skill development in instructional coaching and feedback is difficult to adequately simulate within a principal preparation program. As a result, many new administrators enter the field with little to no experience in instructional coaching and, therefore, feel tremendous uncertainty and low self-confidence. This study explored the effect a virtual coaching experience has on self-efficacy for principal preparation program students. Preservice teacher candidates were matched with principal candidates to provide virtual instructional coaching to the benefit of all involved. The findings of this study indicate that practice through virtual coaching is positively related to increased self-efficacy in principal candidates.
Recommended Citation
Lewis, Travis E. and Jones, Karen D.
(2019)
"Increasing Principal Candidates’ Self-Efficacy through Virtual Coaching,"
Journal of Organizational & Educational Leadership: Vol. 4:
Iss.
3, Article 4.
Available at:
https://digitalcommons.gardner-webb.edu/joel/vol4/iss3/4
Included in
Educational Leadership Commons, Educational Technology Commons, Elementary and Middle and Secondary Education Administration Commons, Online and Distance Education Commons, Other Educational Administration and Supervision Commons, Scholarship of Teaching and Learning Commons