School principals face an increasing number of professional demands, especially the challenge of improving student achievement. As such, the purpose of this dissertation is to study the effect of leadership coaching on a school principal's responsibilities related to carrying out these demands. Specifically, the researcher examined a subset of participants from a larger county office evaluation project to determine how school principals' participation in the Coaching Educators for Student Achievement (CESA) program (a pseudonym), of the Santa Blanca County (also a pseudonym) Superintendent of Schools Office, affects student achievement. Based on Bolman and Deal's (2008) research on reframing organizations, this dissertation uses the Four-Frame model. The method used in this study seeks to identify the aspects of the coaching relationship that affect the success of the school principal and of the students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]