Coaching Principals: Enhancing Principals' Self-Efficacy, Retention, and Student Achievement

• In Event: Schoolwide Capacity Building: Shaping Teachers and Principals

Abstract

This longitudinal study investigates the impact of principal coaching on early-career principals’ self-efficacy, retention, and student achievement in PK-12 urban schools over eight years. Utilizing archival data from New York City Public Schools, we examined relationships among principal coaching, principals' instructional self-efficacy, and student outcomes. Preliminary results reveal that principals who received coaching exhibited higher instructional self-efficacy and greater retention rates compared to those who did not receive coaching. This research builds upon previous findings by exploring how principal coaching influences long-term outcomes, addresses gaps in the literature, and provides insights for educational policy and practice aimed at reducing principal turnover and enhancing student success.

Authors

• Joan I Birringer-haig, St. John's University

• Matthew Pearson, New York City Department of Education