Virtual mentoring and coaching for school leaders participating in virtual professional learning communities Academic Article uri icon


  • PurposeThis study was conducted in the United States of America to identify what practices virtual mentor-coaches perceived to be effective in virtual mentoring and coaching (VMC) within virtual professional learning communities (VPLCs). The authors also sought to determine the ways in which virtual mentor-coaches provided VMC for school leaders within VPLCs.Design/methodology/approachThe authors used a phenomenological approach in our research, describing the lived experiences of practicing virtual mentor-coaches as they engaged in VMC. Data analysis included video analysis and systematic coding of interview data.FindingsAn in-depth analysis of interview and video data showed that virtual mentor-coaches support school leaders in developing and transforming school leaders' leadership for building teachers' instructional capacity. The authors identified a VMC process model within VPLCs, including four steps as follows: (1) presentation, (2) collaboration, (3) reflection and (4) action plan.Practical implicationsVMC for school leaders participating in VPLCs is regarded as a transformative model which provides encouragement, reflection and support for instructional leadership actions.Originality/valueKey steps and components of an effective VMC highlighted in the current research offer practical guidance for future virtual mentor-coaches in conducting and implementing VMC within VPLCs.

published proceedings


altmetric score

  • 0.5

author list (cited authors)

  • Irby, B. J., Pashmforoosh, R., Tong, F., Lara-Alecio, R., Etchells, M. J., Rodriguez, L., Prickett, C., & Zhao, Y.

citation count

  • 2

complete list of authors

  • Irby, Beverly J||Pashmforoosh, Roya||Tong, Fuhui||Lara-Alecio, Rafael||Etchells, Matthew J||Rodriguez, Linda||Prickett, Christopher||Zhao, Yingying

publication date

  • August 2022