Journal of K-12 Educational Research 9 one response each attached to those codes. Accountability for goals or evidence and growth had six principal comments each, the greatest amount in this theme. The six principal comments attached to growth referred to growth of their thinking and work as a leader, growth of their teachers, and overall growth of campuses. When it comes to accountability related to reflection, four principals discussed having opportunities to reflect on alignment between what is important and what is produced, what needs principals’ focus, and the quality of their work. Productive struggle was attached to five principal responses and focused on addressing areas of concern, tough decisions, and paradigm shifts. It is the researcher’s belief from coding the data and reviewing responses that as a result of focus, personalization, and relationship that accountability was likely a welcomed support for principal development. Growth: Theme 5 of 5 Growth had more coded responses than any other theme, and all of the principals had responses attached to this theme. Growth was divided into four child codes, which included people, processes, products, and more focused. Growth of people, which included principals and their staff, had the most responses attached. One principal tied growth to the quality of products produced as a result of coaching. Eleven of the 12 principals’ responses were coded as being more focused as a result of coaching. In reference to growth related to people, principals expressed growth in students, staff, developing others, self-efficacy, learning or knowledge, and changes in their thinking. Eight principals reported growth in developing others, and six principals perceived they had a change in thinking. Principals addressed growth in processes for communication, faculty meetings, planning, professional development, Professional Learning Communities, recognition, and reflection. Communication could be connected to the responses of eight principals who shared how they have changed the ways they communicate or what they communicate. Table 1 houses what principals shared about their overall perceptions of executive coaching when they were asked to describe their coaching experience using three words of their choice. Implications Themes Focus is important for principal professional development because as described by the principal participants of the current study, the role is demanding. Regardless of the demands, principals must consistently remember the importance of their roles as instructional leaders and dedicate sufficient time towards matters aligned with teaching and learning (Ediger, 2014). Principals reported executive coaching assisted them with activities related to teaching and learning such as learning models and strategies, classroom visits, data, and response to intervention. Eleven of 12 principals also reported changes aligned with increased focused as a result of executive coaching. Personalization was noted by all study participants. Literature related to adult learning and coaching support personalization as a commodity due to adult learners’ needs to drive the process, discuss their experiences, and work on what they value and find relevant (Cox, 2015). One new principal confirmed coaching was not as valuable until it became personalized to the principal’s current needs and Principal Three Words progressive, innovative, collaborative purposeful, personable, growth individualized, relevant, impactful consistent, targeted, personal inconvenient, complimentary, targeted relevant, timely, encouraging individualized, motivational, detailed passionate, targeted, and relational targeted, intentional, beneficial purposeful, self-reflection, challenging timely, direct, independent positive, supportive, awareness P1 P2 P3 P4 P5 P6 P7 P8 P9 P10 P11 P12 Table 1. Three Words to Describe the Executive Coaching Experience
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