The Effects of Virtual Mentoring and Coaching on Principals' Leadership Development: A Mixed-Method Study

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

Abstract

As school leaders are increasingly turning to virtual professional development (VPD), virtual mentoring and coaching (VMC) brings more opportunities of professional growth to them. However, the empirical research examining the effects of VMC on principal leadership development is still limited. Furthermore, despite the growing popularity of virtual professional learning communities (VPLCs), how much the principals grow with the VPLCs receiving VMC still remains inconclusive. The purpose of the study was to examine the effect of VMC on principals’ leadership development and to determine how principals perceived the effectiveness of the VMC using VPLCs. The mixed-method results showed positive effects of VMC on principals’ leadership development and the younger participants tended to benefit more from VMC using VPLCs.

Authors

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

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

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

• Matthew James Etchells, Texas A&M University - College Station

• Roya Pashmforoosh, Texas A&M University - College Station

• Lixia Qin, University of Wisconsin System

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

• Laura Cajiao-Wingenbach, Texas A&M University - College Station

• Mario S. Torres, Texas A&M University - College Station

• Karen Ford-Jackson, U.S. Department of Education