The Effect of Individualized Coaching on the Perception of Efficacy of School Leaders

Stability in educational leadership plays a crucial role in the success of K-12 public schools. Ensuring the retention of school leaders requires robust support systems that enhance leadership skills and self-efficacy. This research study investigated the effect of individualized leadership coaching on self-efficacy among school leaders, focusing on principals and assistant principals in the Franklin Regional School District. Employing a mixed-methods approach, the study utilized both qualitative and quantitative survey instruments to assess self-efficacy perceptions before and after the coaching intervention. The research encompassed six building-level leaders and analyzed shifts in self-efficacy linked to coaching sessions. The findings revealed modest changes in self-efficacy scores between the pre- and post-coaching assessments. Data triangulation concerning the length of service, frequency of coaching sessions, and coach choice did not significantly influence self-efficacy outcomes. The study examined whether a series of coaching sessions would impact the self-efficacy levels of school leaders: additionally ,it explored which specific self-efficacy domains were affected by coaching. The results were inconclusive, indicating a need for further research. Future studies may benefit from utilizing a more comprehensive self-efficacy measure and extending the duration of coaching interventions. The implications of this research extend to the development of a structured, supportive coaching program within the Franklin Regional School District. Targeted coaching aimed at enhancing skills such as capacity building. ,vision development, and fostering a culture of connectedness is anticipated to yield significant benefits for the district's leadership stability and overall school success.