Influence of Cognitive CoachingSM on the Development of Self-efficacy and Competency of Principals

Auteurs-es

  • Todd Rogers University of Alberta
  • Cal Hauserman Athabasca University
  • Jacqueline Skytt Alberta Teachers' Association

Résumé

The influence of Cognitive CoachingSM on the development of self-efficacy and competency was examined as part of the program evaluation of the Leader2Leader (L2L) Pilot Program for beginning principals in Alberta, Canada. Fifteen qualified principals (coaches) and 23 new principals completed the L2L Pilot Program that took place over 18 months. Self-efficacy and the acquisition of seven principal practice competencies were
measured at baseline and the end of the program. The findings present a stronger case for increasing levels of professional competency than they do for increasing self-efficacy. A series of recommendations made and endorsed by the coaches and new principals for improving the process of Cognitive CoachingSM are provided

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Biographie de l'auteur-e

Todd Rogers, University of Alberta

Professor Emiritus

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Publié-e

19-05-2017

Comment citer

Rogers, T., Hauserman, C., & Skytt, J. (2017). Influence of Cognitive CoachingSM on the Development of Self-efficacy and Competency of Principals. Revue Canadienne De l’éducation, 40(2), 1–23. Consulté à l’adresse https://cje.journals.publicknowledgeproject.org/index.php/cje-rce/article/view/2352

Numéro

Vol. 40 No. 2 (2017)

Rubrique

Articles

Licence

La Revue canadienne de l’éducation utilise la licence CC BY-NC-ND de Creative Commons. Pour la permission de reproduire la totalité ou une partie d’un  article, veuillez communiquer avec la directrice de la publication.