Organization and School Leadership Faculty Publications and Presentations
Document Type
Article
Publication Date
11-18-2024
Abstract
An investigation of the effectiveness of an asynchronous accelerated online instructional program was conducted by surveying the graduate student perceptions of a master’s educational leadership degree leading to principal certification. The research design used a mixed-method approach, using surveys and focus student group interviews to determine graduate student satisfaction with the online methodology. The study included a sample population of former and current graduate students in the program. This study focused on the role of academic coaches in supporting graduate students in an accelerated online program. Results from the study underscored the importance of academic coaches' qualifications, emphasizing the need for them to have proper principal certification credentials, experience as a principal, and preservice for the population of graduate students whom they would support at a particular university. Despite the mixed reviews, the study revealed a significant positive impact of academic coaches on student satisfaction, with a high percentage of graduate students reporting being extremely or somewhat satisfied with the academic coaches’ role in supporting the learning environment.
Recommended Citation
Garcia, A. (2024). Graduate Students Perceptions of Academic Coaches in Online Courses at a Predominantly Hispanic Institution: A Unique Investigation. SunText Review of Economics & Business, 5(3), 215. https://doi.org/10.51737/2766-4775.2024.115
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
First Page
215
Publication Title
SunText Review of Economics & Business
Comments
© 2024 Garcia A. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.