As the world of education has changed, so have the roles and expectations of the evaluating administrators. Public schools have begun to insist that principals take much of the responsibility for teachers' instructional development and support. Some principals use a managerial approach, and others use a coaching style of motivating their instructional personnel toward greater instructional success. One proven method for doing so is through one-on-one coaching between the evaluating administrator and the instructional personnel. While coaching has been found to be effective, there has been no research on which personal attributes and skills help make a coach effective. This study investigates the relationship among attributes, skills, and coaching performance to help fill this gap in the literature. The literature is reviewed, and ten dispositions for coaching performance are proposed and tested. The results indicate that evaluating administrators who lead through servant leadership are perceived as effective coaches who are more likely to build relationships with their staff, have a stronger trusting connection, and communicate more effectively than the managerial style of leading. In addition, coaching evaluating administrators were found to produce instructional staff members who have a higher sense of self-efficacy than their non-coaching evaluating administrator counterparts. The findings of this study have implications for how evaluating administrators' dispositions, skills, and attributes need to be honed through professional development. This study demonstrated that teachers and administrators recognized a coaching evaluating administrators' impact. Study limitations and future research directions are proposed and discussed. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]