Dissertations / Theses on the topic 'School leadership coaching'

Thesis (MPhil)--Stellenbosch University, 2012.
Purpose: The study was a qualitative evaluation on the impact of executive coaching as an intervention in improving the leadership capabilities of school principals. It was a pilot study of underperforming schools selected by the Gauteng Department of Education (GDE) project. The coaching intervention provided for one-on-one coaching for school principals and team coaching. The target group was thirty school principals, selected from underperforming primary and secondary schools in the Gauteng Province of South Africa. The GDE determined that school leaders and their teams, besides being confronted with many challenges of overcrowding and poor infrastructure, lack leadership capability and this negatively affects the quality of teaching and management of the schools. Compared to other leadership coaching interventions in schools in South Africa, this coaching intervention included team coaching (the management teams were coached with their principals), making it a unique feature of this coaching intervention. Design/methodology/approach: The evaluation study used qualitative methodology with an empirical design; based on an interpretative and inductive approach. The research focused on behavioural change, level three of Kirkpatrick’s evaluation model (1959). The participants’ reactions to the coaching intervention were also sought (level one of Kirkpatrick’ evaluation model). The sample used came from thirty underperforming schools identified by GDE using specific criteria. The main sample consisted of four principals from schools allocated to the researcher who was also one of the coaches. A supplementary sample of two principals from the same cohort was selected, but the researcher did not coach these. Landelahni Leadership Development Company (LLD), the contracted consultant for the project, selected the coaches. The data collected were 360-degree feedback, field notes from the coach and semi-structured interviews. The three data types were used to triangulate for control of error, as the researcher was an insider. Findings: The main findings demonstrated a positive impact of the executive coaching on the leadership capability of the school principals. The three sources of data in sample X (principals coached by the researcher) are complementary and indicated a positive behavioural shift and change in all four principals, confirmed by sample A (the principals not coached by the researcher), also indicating a positive behavioural shift in the interview data. The positive behavioural change addressed level three of Kirkpatrick’s evaluation model (1959). Overall, the coaching intervention raised awareness and behavioural change relating to management such as increased delegation and working more with their teams. Participants’ responses were positive with all six principals and teams recommended the continuation of the intervention and rollout to other schools. However, the findings indicate the principals still need to make more changes in their leadership approach. The key areas of concern are teaching deliverables and the facilitation of team dynamics; for example, conflict management. v The extent of the behavioural change was limited by the short duration of the coaching intervention. Research limitations: The key limitation is the fact that the researcher was the coach for this coaching intervention and an insider researcher. As typical of qualitative research, the sample was small and therefore the findings are not generalisable, but may be useful in similar contexts. Future research considerations: For future research, doing such a coaching evaluation study, a design, which enables evaluation of the impact on the learners’ outcomes, should be adopted. Contribution of the study: The study adds to the body of qualitative evaluation and empirical research in the coaching profession of which there are a limited number of studies. The findings may also provide strategic input for the GDE’s decision on whether to rollout the coaching intervention to other schools.

What are the most effective coaching practices in the context of school-wide professional development? Teacher coaching is onsite professional development aimed at working with teachers with what they need most. Although coaching holds much promise, there is little agreement surrounding the role of the coach and what the coach should be doing in the context of school-wide professional development to make the greatest impact on teacher practices. The purpose of this study is to explore practices that contribute to a change in teacher instructional practices relating to four major components: (1) Leadership Team; (2) Whole School Coaching; (3) Group Coaching; (4) Teacher Coaching; to determine the relationship between these four components; to offer a comprehensive teacher coaching model. Due to the complex nature of change, this research is seated in the context of change variables such as environment, management, coaching styles, and change theory.

This multi-case study seeks to understand the experiences of New York City and Washington, DC public charter school principals who have experienced leadership coaching, a component of leadership development, beyond their novice years. The research questions framing this study address how experienced public charter school principals describe the impact of leadership coaching practices on their leadership development, as well as how they describe their own leader identity construction through the process of coaching.

The education sector faces a shortage of highly skilled leaders in addition to a leadership retention crisis. Leadership coaching, used for decades in the business sector, is becoming more commonly practiced in the education sector as a way to support and develop school principals. Although research on leadership coaching for traditional public school principals has emerged over the past decade, there is a lack of research on leadership coaching for public charter school principals. In addition, the existing research on leadership coaching for public school principals is focused primarily on novice school principals. Thus, this study extends this body of research beyond traditional public school principals and novice principals to the experienced school principals in public charter schools in order to ensure that their perspectives and experiences of leadership coaching are incorporated into the literature.

Eight public charter school principals were selected for participation in the study, with data collected through interviews, documents, and artifacts shared by the participants. The findings of the study are presented within the following three main themes: the coaching process, the impact of coaching, and the principal leader identity construction. Interpretation of these findings highlights inconsistency between participants’ experience of the leadership coaching process and the literature as well as well as consistency with research on the impact of coaching. Furthermore, through artifact analysis and participant reflection, this research offers evidence that leadership coaching supports the process of leader identity construction, thus extending the literature on leadership coaching for school principals.

The role of public school superintendent is complex, challenging, political, and sometimes volatile. A shortage of candidates has plagued California during the past 10 years, due to high turnover rates resulting from the fallout of the NCLB punitive reform measures, increasing baby boomer retirements, and a reluctance of district leaders to step up to this demanding position. This top leadership role is unlike any other in K-12 education, due to the responsibilities with outside constituents and the advisory relationship with the school board. The purpose of this qualitative study was to document and explore the experiences of California public school superintendents who participated in leadership or executive coaching as a form of professional development and support while serving in this position. Data was collected through interviews with superintendents who agreed to participate. These interviews were transcribed and coded through the lens of the eight AASA Professional Standards for the Superintendency. This study sought to determine the efficacy of coaching as a support tool for superintendents with respect to their ability to lead in their positions. The coded results of the interviews were focused on the eight standards that included: 1) Strategic Leadership and District Culture, 2) Policy and Governance, 3) Communications, 4) Leadership and Organizational Management and School Finance, 5) Curriculum Planning ad Development, 6) Instructional Management, 7) Staff Evaluation and Personnel Management, 8) Values and Ethics. The qualitative components of the study were gathered through purposive sampling. Email invitations to participate were sent to targeted superintendents in seven counties in California. Analysis of the data revealed that superintendents who participated in leadership or executive coaching received a blended model of coaching which included mentoring and coaching strategies. All of the superintendents in this study received support in more than one of the eight areas of the AASA Professional Standards for the Superintendency. The study revealed that coaching supported superintendents in all of the eight standard areas. Retired superintendents provided all of the coaching support, except in one case. Every superintendent had a positive experience with coaching support.

This study aimed to provide evidence for the reliability and validity of the Systems Coaching Survey (SCS). Systems coaching is an approach to building capacity among groups of educators to drive educational reform efforts by employing seven interdependent sets of skills (interpersonal communication, data-based problem solving, team facilitation, content knowledge dissemination, leadership, professional learning, evaluation). The SCS was designed to measure educators’ skills to facilitate implementation of a multi-tiered system of supports (MTSS). The 41-item survey was piloted nationally in the spring of 2017 by 1,060 educators across 180 schools in six U.S. states who had responsibilities for facilitating MTSS practices in their schools. This study used multilevel confirmatory factor analysis to examine the construct validity and reliability of the tool at the educator and school levels. Results indicated support for seven factors at the educator level representing the seven systems coaching skill sets, and one between-level factor labeled School Context. Congeneric reliability estimates were in the acceptable to high ranges. Implications for future research on the SCS and use of the tool in practice are discussed.

Education reform initiatives continue to push schools to improve methods of measuring accountability intended to improve student achievement in the United States. Federal programs like the Teacher Incentive Find (TIF) provide school districts with funds to develop and implement school accountability and leadership programs. Teacher leadership is one of the concepts being formally developed amongst these initiatives. My applied thesis project focused on work I conducted with a team of researchers at American Institutes for Research, where we evaluated a teacher leadership program in its third year of implementation. Teacher leadership is facilitated through distributive leadership. School leaders distribute responsibilities that provide teachers with opportunities to extend their expertise outside of their own classrooms. My thesis explores teacher leadership roles and investigates implementation across the client school district. It also discusses how particular anthropological theories about communities of practice, learning, and identity can provide a foundation for conceptualizing teacher leadership implementation and the social interactions between program actors.

During the past 50 years, the landscape of education shifted from a rank order model to a system where all students are expected to achieve at a minimum level. This led to reforms in the way schools operate and teachers teach. One change to teaching is the use of data to inform instructional practices and student groupings. The need for teachers to increase their data use and change their instruction has prompted the need for professional development practices to be more effective. Coaching has been shown to be an effective professional development strategy to help teachers transfer new skills into their practice. This mixed-methods study examined one urban school district’s two-year attempt to implement a data informed decision-making model of instruction in 20 schools through the use of instructional coaches. The study used two data sets—archival literacy benchmark scores and coach surveys—to identify a purposive selection of interview participants. The interviews were conducted to determine what structures and factors increased the implementation of the data informed decision-making initiative. Findings indicate professional development and leadership structures were needed for successful implementation of the data initiative. Results of this study showed the factors of trust, focus, coach-principal relationship, and assessment literacy contributed to the coaches’ ability to implement the data initiative successfully.

The purposes of this descriptive case study were to identify those factors which motivated seven elementary principals from California SB 1274 Demonstration of Restructuring Schools to seek the services of a coach/facilitator, to identify the characteristics that describe these principal/coach relationships, and to identify evidence that these relationships have had impact on systemic change. Data were gathered from four (4) different sources: (a) separate questionnaires to principals and coaches/facilitators designed to gather personal and demographic data, information on professional experience and experiences with other coaching relationships, and a description of how they would characterize their relationship with each other; (b) initial interviews with each of the principals and coaches/facilitators using prompts based upon the study's research questions. Participants were asked to maintain a portfolio of self-selected artifacts which they felt demonstrated that the coaching relationship had impact upon an identified systemic change effort; (c) a second set of interviews with principals and coaches/facilitators, together, which occurred after an eight- to twelve-week interval. Using a three-point rubric, participants discussed and assessed the degree to which they felt that their artifacts evidenced impact on systemic change; (d) a summative written reflection regarding the perceived impact of their relationship on staff and/or students. The analysis of the data produced several findings regarding motivation, characteristics, and impact. Factors such as SB 1274 requirements, being new to the principalship or to the school, and the coach's prior and/or ongoing relationship with the staff of the school were the motivating factors which caused the principals in this study to seek the services of a coach/facilitator. Even though each dyad had its own unique characteristics, an analysis of the data surfaced commonalties regarding coach/facilitator qualities, initial meetings/contracting, and activities and behaviors that occurred during coaching sessions. In terms of impact, each principal and coach/facilitator dyad was able to identify indicators that signaled to them that their professional relationship had been successful in impacting or was currently impacting a change effort at the principal's site. The impact on systemic change, however, was inconclusive.

ABSTRACT The goal of this research was to understand the work lives of literacy coaches in central Florida by studying who they were, what they did, and what they believed influenced student achievement. In addition, it was important to understand the perceptions of literacy coaches as to what factors influenced positive changes in student achievement. Of 27 central Florida literacy coaches, this study examined the academic and professional background of each coach, explored the time spent on ten key literacy coaching activities, and analyzed work factors related to student achievement in reading on the Florida Comprehensive Assessment Test. Although the literacy coaching role was one that was expanding in the United States through state funding initiatives, much about the role and its effectiveness were not known through the literature. A web-based survey system and purposive interviews were used to gather important data relevant to providing understandings about literacy coaches. Exploratory regression analyses using coaching activities and school performance measures were run to determine the existence of relationships. Qualitative analysis was employed to develop literacy coaching themes from survey responses, and all data were triangulated and used to develop case studies. Case studies provided narrative descriptions of all data in the context of individual schools and their coaches all embedded within case types as identified by prior year school letter grade. The results of the study showed an overwhelming amount of time was spent on other activities not related to literacy coaching. Assisting with test preparation was one reason for other activity assignment. Modeling of literacy strategies was reported as one of the more useful and influential activities, but few of the coaches in the study organized their time for this. Case studies provided rich context into the work lives of literacy coaches. Suggested uses for the study included the development of stronger professional development programs for school administrators in working with high school literacy coaches. Although literacy coaches were a well-trained group, more specific training is needed in the re-allocation of time so that more influential activities are pursued.
Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership

The purpose of this qualitative ethnographic research was to study the culture and experiences of coaches who practice the blended coaching model through the lens of transformational leadership. The study strived to discover the coaches' perceptions regarding their coachees' skills in each of the 10 domains of transformational leadership and sought to understand which domains were impacted the most as a result of participating in the coaching process. This qualitative study was designed from an ethnographic perspective. It included focus group and one-on-one interviews, and observations of coach meetings and trainings. Artifacts were collected to provide a rich understanding of the coaches' culture. As a tool to fill the gap in information gathered through the interviews and observations, coaches completed the Transformational Leadership Skills Inventory regarding the leadership skills of their respective coachees. The findings revealed that coaches who utilized the blended coaching model supported their coachees' development of many of the transformational leadership skills. The coaches focused primarily on personal and interpersonal skills, communication, and collaboration skills. Coaches viewed that communication skill development was most impacted by coaching and that anticipating obstacles was the skill area in which the coaches provided the most coaching. Based on the findings, the researcher concluded that coaches who utilize the blended coaching model tend to support the development of transformational leadership skills in their coachees and emphasize the development of personal and interpersonal skills, communication skills, and collaboration skills. Coaches who practice the blended coaching model also support their coachees' relationship-building skills. It appears that coaches focus their coaching on the situational needs of the coachee. Based on the results of this study, it is recommended that to ensure school leaders develop the transformational leadership skills needed to lead 21st-century schools, funding for leadership coaching is prioritized, coaches are provided to support all school leaders, consortiums of districts form professional learning community groups to help coaches deepen coaching skills and transformational leadership development skills, and coaches receive up-to-date professional development in current critical issues facing school leaders.

The purpose of this study was to assess the effects of participation in a family coaching program on perceptions of parental self-efficacy, families' use of encouragement, and reinforcement behaviors. A second purpose of the study was to ascertain the lasting effect on families participating in a family involvement intervention that included coaching. Families with prekindergarten and/or kindergarten children attending school in a low-income neighborhood and neighboring child care centers were recruited for the study. The Family Coaching Institute, the family involvement intervention for this study, consisted of three 5-week, 2-hour biweekly sessions. Attendance ranged from 3 to 15 sessions. Child care, dinner, learning activities, materials, books and supplies were provided. Participants were encouraged to use the activities at home with their children between sessions. Pre-intervention and post-intervention interviews were conducted with the participants using scales designed to measure parental self-efficacy, encouragement, and reinforcement behaviors. Family members also participated in a focus group and completed the Family Involvement Learning Survey 6 months after the intervention. Results of the study indicated there were no statistically significant differences in responses from the beginning to the end of the intervention on the scales designed to measure parental self-efficacy, encouragement, and reinforcement behaviors. These findings are discussed in the context of a response shift bias. In contrast, ratings on the Family Involvement Learning Survey indicated participation in the intervention had a strong impact on family behaviors.

Thesis (PhD)--Stellenbosch University, 2012.
Includes bibliography
ENGLISH ABSTRACT: The South African education system needs literacy teachers with the capacity to lead innovative and appropriate literacy instruction in schools. Schools can benefit from suitable continuous professional development strategies that have the potential to build the leadership capacity of literacy teachers to sustain literacy improvement efforts. Coaching has proven to be an effective development strategy in the business sector and in the field of sport. However, the field of coaching in the educational context is under-explored in research in South Africa. Coaching is a situated practice, which is aimed at the learning and development of individuals within a specific context. Coaching is an on-going professional development strategy for teachers and leaders as opposed to traditional one-shot professional development activities such as workshops or training sessions. There is a need for evidence-based research on alternative professional development strategies, such as coaching. In this research study the researcher argued that coaching has the potential to provide a more effective and sustainable capacity-building strategy for the continuous professional development of teacher leaders. It argued further that the recognition of their own capacity as teacher leaders can empower teachers to take ownership of decision-making for on-going literacy improvement in schools. The specific context for coaching in this study was the professional development of literacy teachers as leaders for the improvement of literacy teaching and learning. In the absence of a suitable coaching model, the Integrated Capacity Coaching model and a coaching programme were purposefully designed by the researcher for the development of literacy teachers as leaders in this study. Cognitive coaching, peer coaching and coaching circles were incorporated as coaching methods in the coaching programme. This study was designed to determine what can be learnt from using coaching as a professional development strategy within the formal structures of the school and its current constraints. Findings from the data indicated a number of positive learning insights about coaching as a continuous professional development strategy to build internal leadership capacity for literacy improvement in schools. This study is significant because the outcome of the study extended the existing body of knowledge and evidence-based research on coaching in the educational context. The implementation of these findings could lead to improvements in the nature and characteristics of future continuous professional development of literacy teachers as leaders to sustain literacy improvement in schools. The proposed model shows potential as a capacity-building coaching model for the education sector, but further research is needed to determine the impact of this coaching model and the coaching approach in different school contexts.
AFRIKAANSE OPSOMMING: Die Suid-Afrikaanse onderwyssisteem benodig geletterdheidsonderwysers met die kapasiteit om leiding te gee ten opsigte van innoverende en toepaslike geletterdheidsonderrig in skole. Skole kan voordeel trek uit toepaslike voortgesette professionele ontwikkelingstrategieë wat die potensiaal toon om leierskapkapasiteit in onderwysers te bou met die doel om die verbetering van geletterdheid te volhou. Dit is bewys dat afrigting ’n effektiewe ontwikkelingstrategie in die besigheidsektor en op sportgebied is. Navorsing in die veld van afrigting in die onderwyssektor is egter onderverken. Afrigting is ’n gesitueerde praktyk wat gerig is op die leer en ontwikkeling van indiwidue in ’n spesifieke konteks. Afrigting wat as ’n voortgesette professionele ontwikkelingstrategie vir onderwysers en leiers beskou word, verskil van tradisionele “enkele geleenthede” van professionele ontwikkeling soos werkswinkels en opleidingsessies. Daar is ’n behoefte aan bewysgebaseerde navorsing oor alternatiewe strategieë soos afrigting vir professionele ontwikkeling. In hierdie navorsingstudie argumenteer die navorser dat afrigting potensieel ’n meer effektiewe en volhoubare kapasiteitsboustrategie vir die professionele ontwikkeling van onderwysers as leiers blyk te wees. Daar word verder geargumenteer dat onderwysers bemagtig kan word om eienaarskap te neem van besluite oor die verbetering van geletterdheidsvlakke in die skool indien hulle bewus word van hul kapasiteit as onderwyserleiers. Die spesifieke konteks vir afrigting in hierdie studie was die professionele ontwikkeling van geletterdheidsonderwysers as leiers ter verbetering van geletterdheidsonderrig. In die afwesigheid van ’n toepaslike afrigtingsmodel is ’n toepaslike model vir afrigting, naamlik die Geïntegreerde Kapasiteitsafrigtingsmodel en ’n toepaslike afrigtingsprogram deur die navorser ontwikkel. Hierdie model is spesifiek ontwikkel vir die afrigting van geletterdheidsonderwysers as leiers in die studie. Kognitiewe afrigting, portuurafrigting en afrigtingsirkels is as afrigtingsmetodes in die model geïnkorporeer. Die studie is ontwerp om binne die formele strukture en huidige beperkinge in die skool te bepaal wat geleer kan word indien afrigting as professionele ontwikkelingstrategie gebruik word. Die bevindinge het ’n aantal positiewe leerinsigte oor afrigting as ’n voortgesette professionele ontwikkelingstrategie getoon en om leierskapkapasiteitvir die verbetering van geletterdheid in skole te bou. Die studie is betekenisvol, want die uitkoms van die studie sal die bestaande kennis en bewysgebaseerde navorsing oor afrigting in die onderwyskonteks uitbrei. Die implementering van hierdie bevindinge kan lei tot die verbetering van die aard en kenmerke van voortgesette professionele ontwikkeling vir geletterdheidsonderwysers as leiers, om die volhoubaarheid van geletterdheidsverbetering in skole te verseker. Die voorgestelde model toon potensiaal as ’n kapasiteitsbou-afrigtingsmodel vir die onderwyssektor, maar verdere navorsing is nodig om die impak van hierdie afrigtingsmodel en die afrigtingsbenadering in verskillende skoolkontekste te ondersoek.

The purpose of this qualitative case study was to examine the systems in place to build the capacity of elementary instructional coaches in a fast-growth district. Through syntheses of research from educational scholars, the conceptual framework was developed with a focus on building capacity of instructional coaches in an ever-changing environment of fast-growth through the lens of professional learning communities, human and social capital, and support from district and campus administration. This study assessed the perceptions of six instructional coaches, six principals, and six district leaders from Rose ISD regarding the school district's support for building the capacity of instructional coaches within the elementary instructional coaching program. The three-part data collection process included document analysis, in-depth interviews, and focus group interviews to support triangulation of data. Through the a priori coding process, the following four themes emerged that highlight key components needed to support district leaders in establishing systems to build the capacity of instructional coaches in an ever-changing environment caused by fast growth: structured time for professional learning, program clarity, collaborative support systems, and implementation of a professional learning community framework. This study revealed a specific need to further understand systems for monitoring and evaluating the effectiveness of the instructional coaching program in an ever-changing environment of a fast-growth district.

While various systems of support and professional development are in place for teachers, there remains a distinct void when it comes to these same opportunities for beginning and especially, experienced principals. An emerging form of assistance for campus principals is leadership coaching: a confidential relationship between a professional coach and principal focused on capacity building and the provision of time and support for the school leader to thoughtfully reflect, plan, problem solve, and establish and achieve significant goals. Leadership coaching is an investment in campus principals, which seems to fill an immediate need for them to experience relevant, ongoing, job-embedded, and individualized professional development. This multiple-case qualitative study, using a grounded theory approach, was framed by the research questions: What are the experiences of middle and high school principals participating in leadership coaching and what benefits result from principal participation in leadership coaching? Through the constant comparative analysis of individual and collective data obtained through semi-structured interviews, observations, and documental evidence of principals participating in leadership coaching, principals’ perceptions of their leadership coaching experience and any benefits were revealed. Overall, findings suggested that participation in leadership coaching was perceived positively and led to principals taking time to pause from their stressful roles and responsibilities to reflect and plan. Principals described factors that accounted for initially connecting with their coaches, such as client readiness and the coach’s experience, as well as the conditions established by the coach that helped build and sustain a healthy coaching relationship: safety, flexibility, action-orientation, and skillful guidance. Additionally, principals reported personal, professional, and organizational benefits resulting from leadership coaching. Personal benefits included better self-care, reduced isolation, increased self-confidence, and heightened self-awareness. On a professional level, coaching resulted in the generation of plans/ideas, improved communication, individualized professional development, and an enhanced sense of efficacy. And finally, organizational benefits were identified in areas of staffing, solutions, student performance, and the extension of coaching to others.
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A thesis submitted to the Faculty of Commerce, Law and Management, University of the Witwatersrand, Johannesburg, South Africa in fulfilment of the requirements for the degree of Doctor of Philosophy (PhD) Johannesburg, 2015
The purpose of this study was to explore and identify the contribution that leadership coaching, facilitated by MBA alumni, could make to MBA students’ leadership development. The research study employed a mixed method sequential exploratory design with data collected from over 350 MBA students and more than 90 MBA alumni coaches. The outcomes of the study indicated that the MBA leadership coaching sessions had provided the MBA students with a new personalised learning experience that had increased their self-awareness, strengthened their self-development skills, and built a foundation for their future leadership development. The research study made a theoretical contribution to the fields of leadership development and coaching, by showing the contribution that a person-centred coaching approach, focused on individual facilitation and development, can make to MBA leadership development. The main contribution to practice was that the study established that using MBA alumni to facilitate MBA students’ leadership coaching could be a highly beneficial and financially viable alternative to using professional coaches for this purpose. A methodological contribution was made by demonstrating how a three-phased mixed method sequential exploratory design could yield a multi-faceted and fully integrated understanding of the outcomes of a study of this nature. Recommendations are made for future research, including exploring whether similar outcomes of MBA leadership coaching can be observed at other business schools in South Africa or elsewhere, as well as the desirability of conducting a follow-up study on the MBA students that participated in this study. This could establish what impact the coaching sessions have had on the MBA students’ leadership development over time.
MB2016

abstract: Public demands for accountability and educational change are at an all-time high. No Child Left Behind set the stage for public accountability of educators and the recently created Race to the Top grant raised the stakes of public school accountability even more with the creation of national standards and assessments as well as public accountability of individual teacher performance based on student test scores. This high-stakes context has placed pressure on local schools to change their instructional practices rapidly to ensure students are learning what they need to in order to perform well on looming Partnership for Assessment of Readiness for College and Careers (PARCC) exams. The purpose of this mixed methods action research study was to explore a shared leadership model and discover the impact of a change facilitation team using the Concerns Based Adoption Model tools on the speed and quality of innovation diffusion at a Title One elementary school. The nine-member change facilitation team received support for 20 weeks in the form of professional development and ongoing team coaching as a means to empower teacher-leaders to more effectively take on the challenges of change. Eight of those members participated in this research. This approach draws on the research on change, learning organizations, and coaching. Quantitative results from the Change Facilitator Stages of Concern Questionnaire were triangulated with qualitative data from interviews, field notes, and Innovation Configuration Maps. Results show the impact on instructional innovation when teacher-leadership is leveraged to support change. Further, there is an important role for change coaches when leading change initiatives. Implications from this study can be used to support other site leaders grappling with instructional innovation and calls for additional research.
Dissertation/Thesis
Ed.D. Educational Leadership and Policy Studies 2014

碩士
國立臺南大學
體育學系教學碩士班
98
The purpose of this study was to investigate Tainan County primary school basketball players’ perception of coaching leadership behavior and team cohesion. Gap analysis and ANOVA were adopted to examine the characteristics of their perception and the relationship between coaching behavior and team cohesion. . The subjects of this study were the basketball players in Tainan County Primary School Fall League, School Years 2008---2009. Research tools consisted of personal data, coaching leadership behavior scale and team cohesion scale. 380 questionnaires were distributed, and 302 valid samples were collected; the valid sample rate was 79.4%. Data collected from the samples were analyzed with descriptive statistics, the independent t test, One-way ANOVA, post-hoc analysis and stepwise multiple regression. The results were as follows. 1. On perceiving coaching leadership behavior, notable difference is available among basketball players in the variances of “sex” and “the years spent with the coach.” 2. On perceiving team cohesion, notable difference is present among basketball players in the variances of “grade” and “the years spent with the coach.” 3. As for the relationship between coaching leadership behavior and team cohesion, all the five aspects of behavior but “arbitrariness” are positively related to team cohesion. That is to say, the more a coach shows his/her “care,” “training and instruction,” “democracy” and “reward” to his/her players, the higher team cohesion will be. 4. As for the influence of coaching leadership behavior on team cohesion, the prediction and analysis show that “care,” “training and instruction” and “democracy” are positively related to team cohesion. The more these three aspects are, the higher team cohesion will be.

abstract: The most common approach to improvement of educational systems has been the adoption of episodic initiatives and short-lived improvement programs. In recent years, a continuous improvement (CI) approach has made it onto the education scene, but the effects of continuous improvement in education remain largely unstudied. This study addressed the need to examine the long term impacts of CI in educational organizations. Using a CI framework, this mixed methods action research (MMAR) study was conducted to examine the impact of CI on one school district’s measures of quality, stakeholder satisfaction, and cost savings, as well as to determine the value of CI leadership coaching, according to district leaders. Qualitative data included interviews with and observations of school district leaders and the CI leadership coach. Quantitative data included stakeholder surveys, district scorecards, and state data dashboard reports. Results indicated improvement from a CI approach was slow to occur, though CI positively impacted some quality outcomes, primarily in the area of math. CI positively impacted student satisfaction, though it had minimal impact on employee and parent satisfaction. The district experienced cost savings as a result of CI, and CI leadership coaching was reported as highly valued by district leaders. The results of the study suggest a systematic CI approach and coaching support can impact change over time, but requires patience and a within district executive leader champion.
Dissertation/Thesis
Doctoral Dissertation Leadership and Innovation 2019

碩士
慈濟大學
教育研究所
101
The purposes of this study are threefold: 1 to analyze the differences of coaching leadership behavior as perceived by basketball players with different demographic variables; 2. to analyze the differences of team cohesion as perceived by basketball players with different demographic variables; 3. to investigate how the coaching leadership behavior can predict the team cohesion as perceived by the basketball players. Fourteen basketball teams of Hualian County joining the 101 School Year Junior High School Basketball League are recruited as the research participants. Two hundred and nine valid surveys are collected and statistically analyzed by t-test, one-way ANOVA, one-way MANOVA, and stepwise multiple regression. The results indicated that there are different coaching leadership behavior and team cohesion as perceived by basketball players with different demographic variables, and that the coaching leadership behavior is high predictive of the team cohesion. As for coaching leadership behavior, female players perceived more instructional and training behavior, praising behavior, social support behavior, and communicative behavior than the male counterparts. The 7th graders perceived more instructional and training behavior, social support behavior, and more managing behavior than the 9th graders. Those who have been trained less than 1 year perceived more instructional and training behavior than those who have been trained for 2 to 3 years. There are different coaching leadership III behavior as perceived by those players with different weekly training amount . Last, the top 3 teams who won the national competition perceived more coaching leadership behavior than those top 3 teams who won the local county competition. As for team cohesion, female players perceived more teamwork, interpersonal affiliation, and team adaptation than the male ones. The 9th graders perceived more teamwork and interpersonal affiliation than the 7th graders. There are different team cohesion as perceived by those players with different weekly training amount. Lastly, recommendations for school administration, basketball coaching, and following research are proposed based on the literature review and the research findings of this study.

abstract: Federal education policies call for school district leaders to promote classroom technology integration to prepare students with 21st century skills. However, schools are struggling to integrate technology effectively, with students often reporting that they feel like they need to power down and step back in time technologically when they enter classrooms. The lack of meaningful technology use in classrooms indicates a need for increased teacher preparation. The purpose of this study was to investigate the impact a coaching model of professional development had on school administrators` abilities to increase middle school teachers` technology integration in their classrooms. This study attempted to coach administrators to develop and articulate a vision, cultivate a culture, and model instruction relative to the meaningful use of instructional technology. The study occurred in a middle school. Data for this case study were collected via administrator interviews, the Principal`s Computer Technology Survey, structured observations using the Higher Order Thinking, Engaged Learning, Authentic Learning, Technology Use protocol, field notes, the Technology Integration Matrix, teacher interviews, and a research log. Findings concluded that cultivating change in an organization is a complex process that requires commitment over an extended period of time. The meaningful use of instructional technology remained minimal at the school during fall 2010. My actions as a change agent informed the school`s administrators about the role meaningful use of technology can play in instruction. Limited professional development, administrative vision, and expectations minimized the teachers` meaningful use of instructional technology; competing priorities and limited time minimized the administrators` efforts to improve the meaningful use of instructional technology. Realizing that technology proficient teachers contribute to student success with technology, it may be wise for administrators to incorporate technology-enriched professional development and exercise their leadership abilities to promote meaningful technology use in classrooms.
Dissertation/Thesis
Ed.D. Leadership and Innovation 2011

博士
臺北市立大學
教育行政與評鑑研究所
104
The purpose of this study is to explore the impact of coaching-based leadership course on the internal developmental assets of high school students. Quasi-experimental method was used in the study. 127 tenth-grade participants, who were distributed to the treatment group, took a 3-month coaching-based leadership course, designed by the researcher, whereas the additional 134 participants, who were in the controlled group, did not take the course. The pre-test and the post-test for the six internal developmental assets, including “learning commitment”, “positive value”, “decision making”, “problem solving”, “interpersonal communication” and “goal attainment”, were made to measure changes on the assets after the intervention of the course. The data collected was analyzed by paired t- test and one-way ANCOVA. In addition, feedback questionnaire response and focus group interview were used to understand deeply the impacts of the coaching-based leadership course on the developmental asset variables. The findings are as follows: (1)The internal developmental assets of the participants in the treatment group demonstrate high and were significantly improved. However, the assets of the controlled group show moderately high and significantly decline. (2)The coaching-based leadership course demonstrates positive and significant influence on the internal developmental assets. In light of the results, suggestions are made to educational administrative authorities, teachers, and students and as reference for future research.

碩士
康寧大學
企業管理研究所
106
Baseball is honoured as a country ball in Taiwan, but it is limited by the funds of the baseball in the elementary school in Taiwan, the areas, the safety and so on. because of these reasons, a lot of elementary schools start to play tee ball. Take the players in Yunlin as an example. To search the best condition for the players to increace their interest and skills of the tee ball.In order to let tee ball be played in school. The purpose of this study was to try to realize the analyses of the tee ball players and the difference from the leadership of the coach and the experience of fluency. The pretesting questionnaire includes personal basic data, the leadership of the coach and the experience of fluency. The test for the players and analyzes by SPSS21.0. The result will be analyzed by descriptive statistical snslysis, independent sample t test, one-way ANOVA and PPMCC. Research Conclusion: 1. There will be statistically significant differences in the gender differences. 2. There will be statistically significant differences in different level. 3. There will be statistically significant differences in different ages. 4. There will be statistically significant differences in the leadership of the coach.

碩士
大仁科技大學
休閒事業管理研究所
103
Abstract The purpose of this research was to reveal the relationship between the leadership behaviors of Dodgebee coach and the team cohesion of players at elementary school in Pingtung County. The subjects, by using a questionnaire to collect information from the Pingtung County’s primary school children, participated in 2015 Chairman of the Cup of Pingtung County Dodgebee Tournment, analize the different backgrounds of variables in different circumstances of the coach leadership behaviors and the team cohesion. Descriptive statistics, t-Test, One-Way ANOVA and Pearson Correlations were used to analyze the collected data, resulted in several conclusions as below: 1. Dodgebee players of the Pingtung County’s primary school children recognized the leadership behaviors of coach in average score in sequence is " training and instruction behavior ", "reward behavior", " Democratic behavior", "autocratic behavior ", the team cohesion in average score in sequence, is “team adaption” , “team work” , “Interpersonal attraction” 2. The variables of circumstances of different backgrounds recognized the differences in leadership behaviors of coach. Dodgebee players of the Pingtung County’s primary school children are of significant differences in gender, grade, different training days per week, different years to recognized the leadership behaviors of coach. 3. Variables of circumstances of different backgrounds show differences in team cohesion. III Dodgebee players of the Pingtung County’s primary school children are of significant differences in grades, different training days per week. 4.To Pearson product- moment correlation analysis, in addition to the "autocratic behavior", the rest of leadership behaviors of coach and team cohesion showed a positive correlation in significance. Keywords: coach leadership behavior, team cohesion, Dodgebee

碩士
臺北市立大學
教育行政與評鑑研究所
106
The purpose of this study is to explore the current situation and the relationship between elementary school principals’ coaching-based leadership and teachers’ professional dialogue in Taipei City. The research data is collected through questionnaire survey, using "Elementary School Principals Coaching-based Leadership and Teachers Professional Dialogue Inventory", and targets at 500 teachers of elementary schools in Taipei City.The data was analyzed by using statistical methods, including descriptive statistics, t-test, one way ANOVA, Pearson product-moment correlation and stepwise multiple regressions.The main findings of this study are listed below: 1.A high performance is seen in the current situation of elementary school teachers’ perception of the principals’coaching-based leadership. 2.A high performance is shown in the current situation of teacher’s professional dialogue of elementary schools in Taipei. 3. There exist significant differences in principals’coaching-based leadership of elementary school in Taipei in terms of educational backgrounds. 4. There exist significant differences in teacher’s professional dialogue of elementary school in terms of school size. 5. There is a moderate positive and significant correlation between elementary school principals’ coaching-based leadership and teachers’ professional dialogue. 6. Elementary school principals’ coaching-based leadership predicts the teacher’s professional dialogue.

碩士
國立高雄師範大學
體育學系
101
The main objective of this research was to understand how high school judo athletes perceived their coaches’ leadership behavior and its relationship with team cohesion. Whether the different backgrounds of athletes influenced how they perceived their coaches’ leadership behavior and the relationship with team cohesion were also examined. This study used survey forms, which were given to athletes that participated in the 2012 National Judo Competition, to collect the necessary data. The survey had three parts: 1. background of the athlete, 2. survey of the perception of the coach’s leadership behavior, 3. survey regarding building team cohesion. Descriptive statistics, Hotelling T2 testing, one-way Manova, and canonical correlation were used to analyze the data. The results of the study were as follows: 1. Athletes believed that the coach’s leadership behavior emphasized “training and instruction” most and “autocratic behavior” least; 2. Team cohesion building had “teamwork” as the highest priority and “interpersonal affinity” as the lowest; 3. Significant differences in the perception of a coach’s leadership behavior existed between students of different grade levels of junior high school; 4. Varying best performances by junior high school judo athletes correlated to significant differences regarding team cohesion; and 5. There was a high positive canonical correlation between perception of coaching leadership behavior and team cohesion of Junior high school Judo athletes.

abstract: This mixed methods participatory action research study explored how an instructional coach influenced a state mandated curriculum adoption at a Title 1 urban middle school. The purpose of this study was to identify ways in which an instructional coach supported a veteran staff during the adoption of new curriculum standards. The instructional coach/action researcher employed a three pronged coaching approach that incorporated individual and team coaching sessions and increased networking to encourage and support the development of social capital. This study was informed using Vygotsky's Social Learning Theory, Wenger's Communities of Practice, Coleman's Social Capital Theory, and Hall and Horde's Concerns-Based Adoption Model. The study is heavily weighted in favor of qualitative data which includes participant reflections, coach individual session and team session reflections, field-notes, team meeting videos, and exit interviews. Several themes emerged supporting the use of a differentiated coaching approach, the promotion of social capital, and the identification of initiative overload as a barrier to curriculum adoption. The quantitative data analysis, pre and post study Stages of Concern Questionnaires, produced evidence that participants experienced minor shifts in their concerns relating to the adoption of Common Core State Standards. Results were used to inform coaching decisions based on individual participant needs as well as to augment the qualitative findings. Ideas for further research are discussed.
Dissertation/Thesis
Ed.D. Educational Leadership and Policy Studies 2014

碩士
大仁科技大學
休閒事業管理研究所
106
The purpose of this research is to explore the awareness of the relationship between the leadership behaviors of their coaches and team cohesion for volleyball team members of elementary schools in Kaohsiung and Pingtung. The goals of the research are: (1) to understand the current situation of different background variations of volleyball team members of elementary schools, (2) to understand the difference of various background variables of the awareness of the coaches’ leadership behaviors for volleyball team members of elementary schools, (3) to understand the difference of various background variables of the awareness of team cohesion for volleyball team members of elementary schools, and (4) to understand the correlation between coaches’ leadership behaviors and team cohesion of the awareness for volleyball team members of elementary schools. The formal questionnaire adopts purposive sampling. 334 questionnaires are distributed, and 334 of them are returned; after eliminating 28 invalid questionnaires, the return rate of the questionnaire is 92%. The relevant research data is then analyzed by the statistics software of SPSS for Windows 12.0 version; the significant level is set at α=.05, and then analyze various background variables in the differences between the coaches’ leadership behaviors and team cohesion. The data is analyzed through descriptive statistics, independent samples t-test, one-way analysis of variance, and Pearson Product-Moment Correlation and significant level, etc. The results of this research are as follow: 1. The average scores ranking from high to low of the dimensions of awareness of coaches’ leadership behaviors in Kaohsiung and Pingtung are “training and guidance”, “caring behaviors”, “rewarding behaviors”, “diplomatic behaviors”, and “authoritarian behaviors”; the average scores ranking from high to low of the dimensions of team cohesion are “team adaptation”, “interpersonal approachability”, “interpersonal attractiveness”, and “teamwork”. 2. Different background variables reach significant difference in the awareness of coaches’ leadership behaviors in variables of sex, grades, class, days of training, and best scores. 3. Different background variables reach significant difference in team cohesion dimension in variables of days of training and time of participation. 4. Except for the dimensions of authoritarian behaviors and interpersonal attractiveness, the other dimensions of the coaches’ leadership behaviors and team cohesion all reach significant positive correlation.

Despite a number of leadership definitions based on a various perspectives in mainstream psychology, the most popular definition of leadership used in sport leadership studies is, "the behavioural process of influencing individuals and groups toward set goals" (Barrow, 1977, p. 232). The Multidimentional Model of Leadership (MML; Chelladurai & Carron, 1978) was developed to explain sport leadership. Although the Leadership Scale for Sport (Chelladurai & Saleh, 1980) has been widely used in sport leadership investigations, several researchers have identified limitations associated with the LSS. Given these shortcomings, Zhang, Jensen, and Mann (1997) developed the Revised Leadership Scale for Sport (RLSS). No independent studies, however, have systematically investigated the psychometric properties of the RLSS. The three interconnected studies in this dissertation were designed to develop the Japanese version of the RLSS (JRLSS) and to examine the psychometric properties of the JRLSS.

Com a constante evolução do Coaching, constatamos que o próprio termo e as técnicas utilizadas se viram na necessidade de se aperfeiçoar, no sentido do acompanhamento aos Coachees. Relativamente ao processo de aprendizagem, este permite uma transmissão de conhecimentos ao nível do indivíduo e da organização. As estratégias tendem, cada vez mais, a serem criativas e estimulantes para os funcionários, que ao assimilarem conceitos, passam também a dar o seu contributo no processo de aprendizagem. Assim, o presente relatório apresenta como principal objetivo analisar a importância do Coaching como ferramenta de aprendizagem organizacional, para os gestores e professores. Outros objetivos prendem-se com a opinião dos gestores e professores sobre a aplicação do Coaching na aprendizagem organizacional, dar a conhecer a técnica de Coaching a gestores e professores de escolas técnico profissionais e mostrar o Coaching como uma ferramenta eficiente na atuação de gestores escolares. A principal conclusão retirada da análise efetuada foi a de que a quase totalidade dos inquiridos (92,5%) referiram estar em concordância com as “melhorias do seu comportamento pessoal e profissional” e em “adaptar os seus conhecimentos à necessidades da sala de aula”. A nossa amostra foi constituída por 40 elementos, sendo que verificámos que o perfil do cliente deste segmento é predominantemente masculino (55%), tem idade compreendida entre os 36 e os 45 anos (47,5%), é casado(a)/União de Facto (50%), tem licenciatura (75%) e aufere um rendimento entre 100.001 e 200.000 Kwanzas (45%). Relativamente à caraterização do Coaching como ferramenta de ensino, observámos que independente do género, as categorias mais mencionadas foram a motivação (18,8%), o treino (15,4%) e a orientação (14,5%).
With the constant evolution of Coaching, we find that the terms and techniques used were seen in the need to improve, in the sense of accompaniment to Coachees. With regard to the learning process, this allows a transmission of knowledge at the level of the individual and the organization. Strategies tend increasingly to be creative and stimulating for employees, who, in assimilating concepts, also contribute to the learning process. Thus, the main objective of this report is to analyze the importance of Coaching as an organizational learning tool for managers and teachers. Other objectives relate to the opinion of managers and teachers about the application of Coaching in organizational learning, to make known the Coaching technique to managers and teachers of professional technical schools and to show Coaching as an efficient tool in the performance of school managers. The main conclusion drawn from the analysis was that almost all respondents (92.5%) said they were in agreement with the "improvements in their personal and professional behavior" and "to adapt their knowledge to the needs of the classroom". Our sample consisted of 40 elements, and we found that the client profile of this segment is predominantly male (55%), is between 36 and 45 years old (47.5%), is married / Union of Fact (50%), has a degree (75%) and earns an income between 100,001 and 200,000 Kwanzas (45%). Regarding the characterization of coaching as a teaching tool, we observed that, regardless of gender, the most mentioned categories were motivation (18.8%), training (15.4%) and orientation (14.5%).

碩士
臺北市立大學
體育學系體育教學碩士學位班
105
The purpose of the study aims to examine the preferred and perceived coaches’ leadership behaviors recognized by the track and field athletes in elementary schools, compare the difference between the gender, grades, the training time, the scale of the school and competition scores with different-background variables, and analyze the relationship between preferred and perceived coaches’ leadership behaviors and competition scores. The Subjects were 412 students in New Taipei track and field representative team. Based on the collected data, through descriptive statistical method, the independent t-test, one way RM-ANOVA and product-moment correlation, the results showed that (a) Perceived coaches’ leadership behaviors recognized by athletes included training and instructions, positive feedback, social support, democratic behavior and autocratic behavior. (b) Preferred coaches’ leadership behaviors recognized by players included training and instructions, democratic behavior, positive feedback, social support, and autocratic behavior. (c) Male athletes recognized the democratic behavior and autocratic behavior higher than female athletes among the preferred coaches’ leadership behaviors.(d) Sixth-grade students recognized the democratic behavior, positive feedback and social support higher than fifth-grade among the perceived coaches’ leadership behaviors.(e) Schools of A and B scales recognized the training and instructions, positive feedback higher than ones of C scale among the perceived coaches’ leadership behaviors.(f) Top eight athletes in the track and field event recognized the training and instructions, democratic behavior and positive feedback higher than non-top-eight in the track and field event.(g) Four factors including Training and instructions, democratic behavior, positive feedback and social support have lower dissatisfaction than other four among the perceived coaches’ leadership behaviors.(h) The relationships between the preferred and perceived coaches’ leadership behaviors and the satisfaction of scores were not clearly relevant.

The objective of education authorities worldwide is to enhance teachers’ professional capacities and practices through the supply of quality continuous professional development (CPD) activities. The South African education system has been subjected to many changes during the past two decades which have seriously affected the quality of education provided in schools country wide. Professional development (PD) of teachers has been found to be a key factor in raising standards in South African schools. Although the National Department of Education has identified teacher development as important, very little has transpired in the education system. School leaders should, therefore, take on the responsibility of providing their staff with PD opportunities. To support teachers in special schools and to enhance their professional capacity, the researcher designed, implemented and evaluated a collaborative PD model in six special schools in Gauteng. The aim of the study was to establish the value of the CPD programme on teachers’ learning, learners’ outcomes and whole school change. This multi-phased case study research was positioned within a bigger study conducted by the Gauteng Department of Education and in particular the Early Childhood Development Institute (ECDI). This larger study was based on the fact that most of the burn related accidents in South Africa occur in the 0-4 age group, which served as the rationale for including the fire safety programme in the ECD curriculum. The focus during the research was on the adaptation of fire safety activities and learners and teacher support materials for an inclusive classroom. This research reports on a two year study on the implementation of a CPD model based on collaboration and peer coaching. The theoretical framework for this study links to theories of constructivism, organisational theory of Senge, network and social capital. This research serves as an example of where valuable internal and external networks were formed for the benefit of all involved with the study. During this research theory and practice were successfully integrated for the benefit of the individual, the school and external organisations.
Department of Educational Leadership and Management
D. Ed. (Education Management)

The researcher investigated whether leadership is not held by one leader only, but by a leadership model where decision making is distributed among to the rest of the senior leadership team and leaders within the school. The researcher’s aims emanate from the research problem, what is the role of distributive leadership as strategy to ensure effective schools in South Africa. The researcher also attempts through the study to define effective school leadership, leadership strategies and distributive leadership and explore how distributive leadership supports change and improves schools effectively. The focus of the study was to obtained data that could facilitate an understanding of the participants’ experiences on the role of distributive leadership as strategy to ensure more effective schools in South Africa. It is the understanding that this data will form the basis for the conceptualising for school management and other leaders that will facilitate the successful management of the implementation of this approach. In order to achieve the aims of this study, a qualitative research design was adopted and the main form of data collection method was interviews. A total of 28 interviews were conducted. Eight themes were identified from the literature and the in-depth interviews and discussed in detail. The study found out that leadership should be managed through the distributed leadership strategy and that the implementation, monitoring and evaluation of the OSCAR coaching model as distributed leadership strategy would ensure more effective schools in South Africa. The theoretical clustering of the leadership styles items and the distributed leadership model resulted in the identification of the shared leadership with elements of democratic leadership as significant contributors to the distribution of leadership and the OSCAR coaching model to facilitate meetings. This information is of importance for educational managers as they will be able to provide schools with suggestions for developmental programmes for leaders and managers in order to increase positive perceptions regarding the role of distributed leadership to ensure effective schools in South Africa. The study arrived at the conclusion that the core coaching skills are most likely to promote a successful coaching outcome. The challenge that lies ahead is for leaders to acquire these coaching skills so that they can make the transition to become a coaching leader and develop schools in such ways.
Educational Leadership and Management
D. Ed. (Education Management)

Beginner principals need support through a mentoring and coaching program to ensure effective curriculum management and to develop as curriculum leaders. The aim of the study was to determine the need of and the requirements for mentoring and coaching programs to ensure support in effective curriculum management. A comprehensive literature study was done and resulted in the success of mentoring and coaching programs and the focus pointing to effective curriculum management and specifically curriculum leadership in South Africa. The results from the literature study guided the empirical study through combined research. The focus fell on the roles, expectations, problems and support of beginner principals, curriculum management and leadership and the need of and the requirements for mentoring and coaching programs. Empirically it was dicovered that beginner principals are not supported efficiently as curriculum managers and curriculum leaders. Mentoring and coaching will address this need. The requirements of mentoring and coaching programs consist of: (1) Compulsary mentoring and coaching programs for all beginner principals; (2) Experienced principals as mentors; (3) Approved mentors who should receive training; (4) The beginner principal being allowed to choose his/her own mentor; (5) Mentors as curriculum experts
Beginnerprinsipale benodig ondersteuning in die vorm van 'n mentorskap- en afrigtingsprogram om die kurrikulum effektief te bestuur en om as kurrikulumleier te ontwikkel. Die doe! van hierdie studie was om die behoefte aan en die vereistes vir mentorskap- en afrigtingsprogramme te bepaal om beginnerprinsipale in effektiewe kurrikulumbestuur te ondersteun. 'n Uitgebreide literatuurstudie is uitgevoer wat die sukses van mentorskap- en afrigtingsprogramme vir beginnerprinsipale aandui en die fokus op kurrikulumbestuur en meer spesifiek kurrikulumleierskap in Suid-Afrika plaas. Die Iiteratuurstudie het as basis gedien vir die empiriese studie wat uit gekombineerde navorsing bestaan het. In die empiriese studie is daar op rolle, verwagtinge, probleme en ondersteuning van beginnerprinsipale gefokus. Daar is verder aandag gegee aan kurrikulumbestuur en -Ieierskap van beginnerprinsipale en die behoefte aan en vereistes vir mentorskap- en afrigtingsprogramme. Empiries is daar bevind dat beginnerprinsipale nie voldoende in kurrikulumbestuur en die ontwikkeling as kurrikulumleiers ondersteun word me. Mentorskap- en afrigtingsprogramme sal hierdie behoefte aanspreek. Die vereistes vir die mentorskap- en afrigtingsprogramme bestaan uit: (1) Verpligte mentorskap- en afrigtingsprogram vir aile beginnerprinsipale; (2) Die gebruik van ervare prinsipale as mentors; (3) Goedgekeurde mentors wat opleiding ontvang; ( 4) 'n Keuse deur die beginnerprinsipaal ten opsigte van sy/haar mentor; (5) Mentors wat kurrikulumkundiges is.
Educational Studies
M. Ed. (Onderwysbestuur)

博士
臺北市立大學
教育學系博士班
102
The main purpose of this study was to investigate leadership coaching and construct core competency indicators of leadership coaching. The study analyzed the basic implications and related theories regarding leadership coaching and so it could provide the theoretical foundations to construct indicators. Then the study used focus group interviews to construct preliminary indicators. Following the use of Fuzzy Delphi technique collected the common opinions and levels of emphasis from 18 experts established the foundation of core competeny indicators of leadership coaching of principals in elementary and junior high schools. Finally, the stratified cluster sampled and targeted 650 principals of elementary and junior high school. From the retrieval of 558 valid questionnaires (86%), data were analyzed with descriptive statistics and Confirmatory Factor Analysis (CFA). According to the analysis results, the study had acquired the following conclusions: 1.The construct validity of core competency indicators of leadership coaching is good, and the indicators consist of four categories including complying with basic rules, creating cooperative relationship, communicating efficiently and facilitating achiving goals, eleven competencies and sixty-one indicators. 2.The core competency indicators of leadership coaching were highly recognized by scholarship and principals of elementary and junior high schools. 3. Among eleven competencies, “establishing the coaching agreement” and “establishing trust and intimacy with the client” have the highest recognition from scholarship and principals of elementary and junior high schools. 4.Principals of different genders, stage of education and region of school, differ significantly in their recognition of core competency of leadership coaching. 5. There were no significant differences in their recognition of core competency of leadership coaching observed in the following background variables: educational background , working experience as a principal and location of school. Suggestions based on the conclusion are addressed toward the education administration institutions, school principals and future researches.