10 priorities. The new principal’s perspective is supported by Bauer and Brazer’s (2013) cautioning that coaching for new principals can be viewed as less beneficial when it is not aligned to their specific needs and goals. Relationship appeared to be a key factor of executive coaching due to such factors as encouragement, feedback, trust, and the coaches’ knowledge. Exceptional coaches can connect and engage with the executive, have broad and flexible approaches and methods, remain aware of their context, and can provide challenging feedback while staying connected with the executive (Dagley, 2010). Trust, non-judgment, and compassion are also important coach skills (Koortzen & Oosthuizen, 2010). The aforementioned traits were noted by the principals of the current study regarding their executive coaches. Principals are held accountable for their campuses. Executive leadership, one of the T-PESS standards, speaks to the principal taking responsibility for campus success (TEA, 2017). Executive coaching appears to have provided welcomed accountability partners for 11 of 12 principals. The executive coaches supported principals in a variety of aspects for which they are held accountable such as curriculum and instruction work, developing themselves and others, adjusting according to improvement feedback, and problem solving needs and challenges, all of which can contribute to the campuses’ success. Growth at some level was documented for all of the principals. Executive coaching allows principals to acquire new knowledge and skills, be more effective, shift behavioral choices, and achieve various goals (Cerni et al., 2010; Dagley, 2010; Galagan, 2014; MacKie, 2015). Principals’ growth in people, processes, products, and more focus support the previous thought. It is argued that principals do not receive the support and professional development needed to remain committed to their roles (SLN, 2014). However, the current study acknowledges it is possible executive coaching could be an option to support principals’ commitments to their challenging role. Executive Coaching Overall, it appears 11 of 12 principals interviewed perceived executive coaching as effective as noted by their growth and overall comments about executive coaching. The outcomes of the current study are solely based on principals’ perceptions. However, Principals must be highly efficacious to persuade others to perform at high levels, and must have a strong belief in teachers and the organization as a whole to pursue the types of school improvement efforts and research-based organization learning mechanisms that can improve student performance. (Hesbol, 2019, p. 33) Principal perceptions of what they are capable of holds value. Based on principals’ perceptions of growth related to people, products, and processes, executive coaching was beneficial. Executive coaching provided focused, personalized, and accountable support resulting in the professional development of principals. Crystal Johnson Cross, EdD References Bauer, S. C., & Brazer, S. D. (2013). The impact of isolation on the job satisfaction of new principals. Journal of School Leadership, 23(1), 152–177. Retrieved from https:// eric-ed-gov.library.dbu. Cerni, T., Curtis, G. J., & Colmar, S. H. (2010, March). Executive coaching can enhance transformational leadership. International Coaching Psychology Review, 5(1), 81-85. Retrieved from http://search.ebscohost.com/ login.aspx?direct=true&db=a9h&AN=48188710&site=e host-live Cox, E. (2015). Coaching and adult learning: Theory and practice. New Directions for Adult & Continuing Education, 2015(148), 27–38. https://doi.org/10.1002/ ace.20149 Dagley, G. R. (2010). Exceptional executive coaches: Practices and attributes. International Coaching Psychology Review, 5(1), 63–80. Retrieved from http:// search.ebscohost.com/login.aspx?direct=true&db=a9h& AN=48188709&site=ehost-live Ediger, M. (2014). The changing role of the school principal. College Student Journal, 48(2), 265–267. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db
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