|TITLE:||Perceived Leadership Practices of California Elementary Principles in Relations to Leadership Coaching|
|RESEARCHER:||Marc Bryan Hammack
School of Education and Human Development
California State University, Fresno
Unpublished doctoral dissertation: May 2010
The purpose of this research study was to compare the self-reported leadership practice of California’s elementary school principals between principals who had received leadership coaching and those who had not received coaching.
The population of this study consisted of a random sample of one thousand California elementary school principals; of which 325 participated. The typical respondent was female (66%), Caucasian (77%), with a master’s degree (84%), in their role as a principal for five or more years (67%), and their current position for three-to-nine years (56%). Somewhat more indicated that they had been coached (N=166) versus those not coached (N=159). Somewhat more females indicated being coached (56%), as did African Americans (71%), and those without a graduate degree (56%).
No significant differences were found on any of the five leadership practices between those principals who had received coaching and those who had not received coaching. For those who received coaching, nearly 90 percent of them had favorable comments about the experience.