Leadership coaching relationships: a qualitative examination of underlying factors

Abstract

Purpose

This study explores factors that influence the initiation of leadership coaching relationships that include externally employed coaches and school administrators.

Design/methodology/approach

This qualitative research study includes semi-structured interviews, observations and documents collected across three academic years within the context of a university-based leadership coaching program. Participants included six leadership coaches and six school administrators who participated in the program.

Findings

Qualitative analysis indicates that gender and race, prior professional experience, pre-existing professional relationships and the complexity of the district’s organizational structure influence the initiation of the coaching relationship.

Research limitations/implications

Confidentiality restrictions imposed by the program limit opportunities for member checking and other forms of triangulation. Additional data collection using more expansive research methods would help address this limitation.

Originality/value

This study contributes to the sparse literature about leadership coaching with school administrators by describing how different factors influence initiation coaching relationships.