Connections to Literature and Research

Alignment with Literature/Research

The perceptions shared by participants during my study aligned with the literature in several ways:

Training and skillsets for school administrators: Classroom teaching experience alone is insufficient for success as a school administrator (Acton, 2021; Boyle et al., 2016; Bush, 2018; Devine et al., 2013; Duncan et al., 2011; Vaisben, 2018). All participants had prior teaching backgrounds and confirmed that their classroom training did not fully prepare them for administrative roles.

Professional development for adult learners: Effective professional development must meet the unique, ongoing needs of the learner (Duncan et al., 2011; Earley, 2020; Knowles, 1984; Mendels, 2012; Streshly & Gray, 2008; Strickland-Cohen et al., 2014; Watts, 2023; Williams, 2020). Participants emphasized that coaching provided strategies tailored to their administrative challenges.

Successful Coach-Coachee Relationships: Effective coaching requires trust and rapport between the coach and coachee (Banuelos et al., 2019; Lofthouse, 2019; Nielsen, 2020; Orange et al., 2019; Pierce et al., 2019). Most participants reported positive, confidential, and non-judgmental coaching relationships. However, one participant expressed dissatisfaction, stating: “I was inviting [the coach] into this space to help us grow…and look at the areas [I wanted to focus on], and it became more [of] a place of judgment [and] comparison.”

Effective Coaching Sessions: Participants described their coaches as consultative guides who held space and provided structured conversations through strategic questioning (Gregory & Wiles, 2018; Yirci et al., 2016). This approach helped participants process challenges and find their own solutions, aligning with established definitions of coaching.

Time Constraints and Coaching Commitments: Nielsen’s study (2020) of Adventist education leaders found that time constraints hindered effective coaching engagements, a challenge echoed by participants in my study. Some expressed a desire for more time to connect with their coach, while others found their responsibilities as school administrators made it difficult to consistently maintain coaching appointments.

Benefits of Coaching for School Administrators: Coaching school administrators increases self-confidence, reduces blind spots, enhances interpersonal skills, and improves problem-solving (Gregory & Wiles, 2018; Nielsen, 2020; Watts, 2023; Yirci et al., 2016). Participants in my study similarly identified that coaching boosted their self-confidence, helped them discover strengths and areas for improvement, improved interpersonal skills, strengthened relationships, and enhanced problem-solving and productivity.

Leadership and School Culture: School administrators are responsible for cultivating a school culture that supports the success and well-being of both staff and students (Altunay et al., 2012; Boyle et al., 2016; Duncan et al., 2011; Johennesse & Chou, 2017; Johnson et al., 2021; Levin et al., 2019; Mendels, 2012; Nuzzi, 2015; Snodgrass Rangel, 2017; Strickland-Cohen et al., 2014; Vaisben, 2018; Watts, 2023). The data revealed that participants recognized this responsibility and felt that coaching helped them become more effective in fostering a positive, supportive school culture.

Calling and Commitment: Participants felt a strong calling to serve in their roles as school administrators and had extensive backgrounds as classroom teachers, both of which are common characteristics of school administrators in faith-based school settings (Harrison, 2012; Williams & Morey, 2015, 2018).

Challenges of Leadership in Smaller Schools: School leaders in smaller settings often feel isolated and overworked (Dampf, 2023; Harrison, 2012; Nielsen, 2020; Wells et al., 2021), a sentiment echoed by participants in my study who reported feeling overwhelmed and alone prior to their coaching experience.

Distributing leadership: Delegating responsibilities across staff members can help reduce burnout among school administrators (Duncan et al., 2011; Streshly & Gray, 2008). Participants in my study who delegated more responsibilities reported improved work-life balance and less stress.