Evaluation Report: Coaching School Leadership Project Outcomes

In this study, we followed a group of approximately 140 Head Teachers of schools for Basic Education in Rwanda. The Head teachers participated in a professional development trajectory on school leadership, and were randomly assigned to four experimental groups that received (A) training and coaching; (B) coaching only (C) training only or (D) no training or coaching at all. Next to the research question if professional development trajectories like these have impact the other question was which of the above described approaches is most cost-effective.