Author Type

Graduate Student

Date of Award

2023

Document Type

Dissertation

Publication Status

Version of Record

Submission Date

October 2026

Thesis/Dissertation Advisor [Chair]

Maslin-Ostrowski, Patricia

Abstract

Demographics of the United States’ school system continue to change and diversify. Meeting the needs of diverse learners is critical to the success of all children. Building and sustaining equitable learning environments has proven to be a challenging task for school leaders. Barriers that hinder equity continue to plague schools and are rooted in systems of organizational injustice. Research suggests that leaders who are able to utilize socially just and culturally responsive leadership practices build and sustain equitable learning environments. School leaders have a large impact on the equity driven practices that exist within the organization; however, research indicates that they may not be prepared to lead such practices. Therefore, supporting the path of aspiring leaders through coaching, since they will eventually lead the charge, has great potential to be critical in the success of equity in our schools, and was the focus of this study. The purpose of this qualitative case study was to explore and describe the coaching relationship between the principal and aspiring leader in order to understand how this relationship furthers the development of the aspiring leader into a school leader devoted to building and sustaining equitable learning environments.

Extent

179 p.

Comments

Includes bibliography.|Dissertation (PhD)--Florida Atlantic University, 2023.|FAU Electronic Theses and Dissertations Collection|Includes bibliography.

Identifier

FA00014355

Format

pdf

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