Date

4-18-2025

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Constance L. Pearson

Keywords

blended coaching, coach, coaching, instructional leadership, principal coaches, transformational leaders, transactional leaders

Disciplines

Education | Educational Leadership

Abstract

The purpose of this transcendental phenomenological study was to understand the leadership experiences of kindergarten-grade 12 (k-12) principals using the blended coaching model while serving in international schools. The theory guiding this study was Avolio and Bass’ full range of leadership. The leadership continuum presented in the theory related to the transactional and transformational coaching conversations featured in the blended coaching model. Using purposeful and snowball sampling, ten school leaders, principals or assistant principals, with training in the blended coaching model were selected to participate in the study. Data were collected through individual interviews, a self-reflection journal prompt, and role-specific focus group sessions. The data were then analyzed using Moustakas’s (1994, 2011) modification of van Kaam’s methodology for evaluating transcendental phenomenological data. Data collection results generated three themes, and eight sub-themes related to school leadership and coaching. Empirical, practical, and theoretical implications of the data analysis and recommendations for future research were identified.

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