Date of Award

Fall 12-2014

Degree Type

Dissertation

Degree Name

Ph.D.

Degree Program

Educational Administration

Department

Educational Leadership, Counseling, and Foundations

Major Professor

Tammie Causey-Konate'

Second Advisor

Ann Marie O'Hanlon

Third Advisor

Marc Bonis

Fourth Advisor

Walter M. Kimbrough

Fifth Advisor

Christopher Broadhurst

Abstract

The National Collegiate Athletic Association (NCAA) recently passed new legislation highlighting the critical role coaches play in student-athlete success called the Head Coach’s Academic Progress Rate (APR). The APR measure does not calculate the actions of the head coach and is therefore an inadequate measure of coaches’ influence. There are numerous verbal accounts of the influence of the coach on student-athlete success, but there is little quantitative data to support this claim. As a result, this correlational study explored the relationship between head coaches’ influence and student engagement among a sample of 135 women basketball players at National Collegiate Athletic Association (NCAA) Division I (DI) institutions. The Student-Athlete Perception of Coaches’ Influence, Student Engagement and Student Athlete Success Survey (SAPCISESASS), an instrument developed by the researcher, was used to measure coaches’ influence and engagement. Results revealed that overall student-athletes perceived an overall positive relationship with their head coach, were satisfied with their relationship, and would choose to return to attend the same institution if the same coach were employed with the institution. Student-athletes reported being heavily engaged in community service and engaged in 16 or more hours per week in athletic-related activities. Student-athletes perceived the overall campus climate to be supportive and relationships with various campus constituencies were positive. Student-athletes reported a strong belief in their head coaches’ influence on their personal and social development. A strong relationship was found between coaches’ influence and personal and social development (adjusted R2 = .62, p

Rights

The University of New Orleans and its agents retain the non-exclusive license to archive and make accessible this dissertation or thesis in whole or in part in all forms of media, now or hereafter known. The author retains all other ownership rights to the copyright of the thesis or dissertation.

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