6 Considering the expansive and changing responsibilities of principals, proper support for principals is highly important. One-time trainings and course work are not enough for the continuous growth of principals (Every Student Succeeds Act, 2015). According to the 2017-2018 Texas Academic Performance Report for the state, Texas principals average 6.3 years of campus leadership experience, and they average 5.4 years of campus leadership experience within their districts (Texas Education Agency [TEA], 2018). With varying leadership experience, and some experience being minimal, ensuring principals are effective, from the early to latter stages of their careers, benefits schools. The current study reviewed the use of executive coaching as a job-embedded, personalized learning and growth tool for principals. Summary of Study The purpose of the current study was to explore principals’ perceptions of the impact executive coaching had on their professional development. The current study utilized a qualitative, phenomenological design. Semi-structured interviews that included open-ended questions answered one overarching research question that contained four subresearch questions that are listed below. Research Question (RQ1): What are principals’ perceptions of how executive coaching impacted their professional development? Sub-research Question 1 (SQ1) What are principals’ perceptions of how executive coaching aligned with their role as a principal? Sub-research Question 2 (SQ2) What are principals’ perceptions of how executive coaching aligned with their goals and beliefs about their role? Sub-research Question 3 (SQ3) What are principals’ perceptions of differences between executive coaching and other forms of professional development? Sub-research Question 4 (SQ4) What are principals’ perceptions of what they have changed as a result of executive coaching? To gain principals’ perceptions about the executive coaching experience, 12 principals of Texas public schools were interviewed one-on-one by the researcher. The principals who participated in the current study represented elementary through high school campuses and included principals with 1 year to 18 years of experience as a principal. Literature Review Summary The Role of the Principal Understanding the role of the principal provides insight about the urgency of ensuring principal support. Over time, the principal’s role evolved from a less complicated role to a multi-faceted role (Kafka, 2009). In 2017, the TEA reported five Texas Principal Evaluation and Support System (T-PESS) standards that are necessary for the growth and development of principals leading 21st century schools which are instructional leadership, human capital, executive leadership, school culture, and strategic operations. The principal is required to do many things well in various contexts to support students and staff. TEXAS PRINCIPALS’ PERCEPTIONS OF EXECUTIVE COACHING IMPACT ON PRINCIPALS’ PROFESSIONAL DEVELOPMENT Crystal Johnson Cross, EdD Journal of K-12 Educational Research 2021, VOL. 5, ISSUE 1 www.dbu.edu/doctoral/edd
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