The Impact of Virtual Mentoring and Coaching on Building Instructional Leadership: A Case Study

• In Event: Technology-Mediated Mentoring Relationships for Development and Success

Abstract

In this mixed methods study, we explored the benefits and limitations of virtual mentoring and coaching (VMC) in a grant funded university principal preparation program in the United States. With this grant, 120 in-service bilingual teachers (principal candidates) will receive financial and professional support to earn Masters of educational administration in addition to be qualified to be certified as principals. Twenty-eight principal candidates participated in this study who were randomly assigned into a treatment group who received VMC sessions and control group who did not. The results showed that there were significant differences between the two groups in building their instructional leadership capacities.

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