The Relationship Between Transformational Leadership and Instructional Coaching

Abstract

The purpose of this study was to examine the relationship, if any, between transformational leadership of school administrations and instructional coaching provided by individuals other than school faculty who specifically work on building teacher capacity of knowledge and skills in teaching and learning in a west central school district in Georgia. The researcher employed two surveys to conduct the study, one on transformational leadership and the other on instructional coaching. Descriptive statistics found that teachers rated school administrations in the participating school district as more transformational than non-transformational. The mean scores for the Transformational Leadership Survey ranged from 3.31 to 4.50 (3= neutral; 4 = Agree; 5 = Strongly Agree). Descriptive statistics for the Instructional Coaching Survey found that participants rated the benefits of instructional coaching as neutral. The mean scores for the instructional coaching survey items ranged from 2.83 to 3.44. A Pearson correlation found a significant (p ≤ .01), yet small, positive correlation between transformational leadership and instructional coaching. Additionally, significant (p ≤ .01), yet small, positive correlations were found between the transformational leadership domains of Offering Individualized Support, Demonstrating High Performance Expectations, Building School Vision and Goals, and Providing Instructional Support with the instructional coaching domains of Planning, Teaching, Analyzing, and Applying.