BLACK WOMEN PRINCIPALS: TRANSFORMATIONAL CHANGE THROUGH LEADERSHIP COACHING

This dissertation explores the lived experiences of Black women principals at the intersection of race and gender. The study focuses on how leadership coaching as a change idea can empower the principals to lead transformational change in educational settings. This study uses a qualitative case study design that examines the experiences of two Black female principals. The study explores the impact of job-embedded coaching on the principal’s leadership practices and behaviors, sensemaking of experiences unique to the intersectionality of leading while Black and as a woman, as well as the ability to address systemic inequities in the schools they serve. 

The key findings of the study revealed that leadership coaching offered a safe and supportive environment for the principals to critically reflect on their unique challenges and develop strategies to overcome systemic barriers to their leadership decision making and practices. Furthermore, the study highlights the importance of culturally responsive leadership development that embraces the intersectional identities of Black women principals. Additionally, the study demonstrates how coaching empowered the study participants to set and achieve goals related to equity drive practices and decision-making processes at their schools. 

The study concludes that systemic reform in leadership development focused on addressing racial and gender biases while also creating equitable opportunities for growth, retention, and promotion is required.