Enhancing Bilingual/ESL Teachers' Instructional Leadership Competencies Using Virtual Mentoring and Coaching

• In Event: The Role of Culture and Context in Mentoring Outcomes

Abstract

The purpose of this quantitative study was to examine the extent to which experience with virtual mentoring and coaching (VMC) contributed to: (a) enhancing the learning outcomes for the participants in the treatment group compared to the control group; and (b) assisting the designated participants in the treatment group to enhance their instructional leadership skills to serve as effective leaders in high-needs schools compared to the designated participants in the control group. Four assessments were employed to compare the performance of the treatment and control groups. The results showed there are significant differences between the performance of the treatment and control groups. These results indicated that the VMC has significant influence in improving the leadership skills of the principal candidates.

Authors

• Nahed Abdelrahman, Texas A&M University - College Station

• Beverly J. Irby, Texas A&M University - College Station

• Rafael Lara-Alecio, Texas A&M University - College Station

• Fuhui Tong, Texas A&M University - College Station

• Hamada Ahmed Fahmy Elfarargy, Texas A&M University - College Station

• Mehrangiz Zadegh Abadi

• Zhuo Chen, Texas A&M University - College Station