Journal articles on the topic 'School leadership coaching'
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Cerni, Tom, Guy J. Curtis, and Susan H. Colmar. "Executive coaching can enhance transformational leadership." International Coaching Psychology Review 5, no. 1 (March 2010): 81–85. http://dx.doi.org/10.53841/bpsicpr.2010.5.1.81.
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Objectives:Epstein’s (1998) Cognitive-experiential Self theory (CEST) suggests that all behaviour is guided by two different processing systems – the rational and experiential. This brief report presents results of a study looking at the impact of a 10-week coaching intervention programme based on Epstein’s CEST theory on transformational leadership among 14 secondary school principals.Design:Set up as a pre-test, post-test control-group research design, the present study tested whether changes to CEST information-processing systems could bring about changes in leadership style.Method:School principals in the intervention group focused on developing their rational system and constructive elements of the experiential system. At the commencement of the coaching intervention programme all school staff in the 14 schools were invited to rate their school principal using the MLQ (5X) questionnaire.Results:The results of a 10-week coaching intervention programme showed that there was a significant difference between the pre-test and post-test scores for the intervention group, as rated by their school staff. The control group remained unchanged. Qualitative results indicate that the school principal in the intervention group became more reflective about their thinking processes and leadership practices.Conclusion:This study provides initial evidence that by creating changes to rational and constructive thinking, it is possible to increase coachee’s use of transformational leadership techniques.
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Lochmiller, Chad R. "Coaching Principals for the Complexity of School Reform." Journal of School Leadership 28, no. 2 (March 2018): 144–72. http://dx.doi.org/10.1177/105268461802800201.
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This multi-case qualitative study describes how leadership coaches working in a university-based coaching program provided support to school principals in three urban elementary schools in the western United States. Drawing on qualitative data collected during a single school year, the study examines which issues leadership coaches prioritized and how they provided coaching support. A thematic analysis of the data produced four findings. These findings suggest that coaches focused their work on classroom instruction and adopted differentiated responses to support based on principal and school needs. The article concludes by discussing the implications for leadership preparation and school reform.
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Bang, Won Seok, Wee Kuk Hoan, Ju Young Park, and Nagireddy gari Subba Reddy. "Modeling the Nonlinearities Between Coaching Leadership and Turnover Intention by Artificial Neural Networks." SAGE Open 12, no. 4 (October 2022): 215824402211268. http://dx.doi.org/10.1177/21582440221126885.
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This present work uses artificial neural networks (ANNs) to examine the association between various dimensions of coaching leadership and turnover Intention. The coaching leadership data were collected from 194 employees across multiple schools in Korea. The ANN models are capable of higher predictive accuracy than conventional linear regression analysis. An individual ANN software was developed to predict and evaluate the relative importance of input variables on turnover intention. Furthermore, we identified the nonlinear relationship by performing a sensitivity analysis on the model. Based on the results, we concluded that coaching leadership strongly affects teachers’ attitudes toward not leaving their school. The graphical illustration of results provided strong evidence of nonlinear and complexity, suggesting that ANN models can recognize the relationship between coaching leadership dimensions with turnover Intention.
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Boon, Zoe Suan Loy. "Coaching: an approach for leadership development in the Singapore education system." International Journal of Mentoring and Coaching in Education 11, no. 1 (October 1, 2021): 89–103. http://dx.doi.org/10.1108/ijmce-09-2021-0089.
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PurposeThis paper aims to explore coaching as an approach to developing school leaders in the Singapore education system. It takes a close look at the nature of coaching experiences of beginning principals and principal-trainers, as well as the related benefits and challenges.Design/methodology/approachA qualitative inquiry approach was adopted, and four beginning principals and three principal-trainers were interviewed. An emergent coding method was deployed in data analysis.FindingsBeginning principals described a positive, helpful and empowering coaching experience when coached by principal-trainers. The latter skillfully asked questions in a safe, non-threatening space for deeper self-reflection. In the process, beginning principals gained greater self-awareness and self-empowerment, and appreciated the shared context of school leadership. While coaching is a useful leadership development approach, inherent implementation challenges were identified.Research limitations/implicationsCoaching as a system-wide strategy to support school leaders in Singapore has only recently been implemented. Further research using a larger sample is recommended as coaching becomes more pervasive.Practical implicationsThe findings revealed a compelling case for a more pervasive adoption of coaching as an approach to support leadership development. Coaching facilitates effective school leadership, and there is scope for self-coaching, peer coaching and coach supervision of principals, middle leaders and classroom teachers.Originality/valueThis paper highlights the nature and positive impact of principalship coaching within a specific policy and cultural context of the Singapore education system. It adds to the body of literature on principal preparation, development and support.
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Hashim, Ayesha K. "Coaching and Districtwide Improvement: Exploring the Systemic Leadership Practices of Instructional Coaches." Teachers College Record: The Voice of Scholarship in Education 122, no. 10 (October 2020): 1–44. http://dx.doi.org/10.1177/016146812012201005.
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Background Many school districts are relying on instructional coaches to improve teaching and learning under the Common Core State Standards (CCSS). Yet we know very little about how coaches exercise systemic leadership to support districtwide improvements in instruction. Purpose In this study, I broadly define systemic leadership as efforts to coordinate multiple reform goals with school improvement strategies and classroom instruction, and to build institutional knowledge and collaborative structures for scaling up instructional change. I used social-network theory and the concept of brokering to study the systemic leadership practices of Digital Learning Coaches (DLCs) in the Peterson Unified School District (PUSD, a pseudonym), a midsized urban district that distributed iPads and laptops to schools in the 2014–15 school year for CCSS instruction. Research Design I used an explanatory sequential research design to examine how DLCs engaged educators at all organizational levels of PUSD to support systemic change. I collected social-network data to map communication networks in the district and how DLCs brokered information in these networks. I then conducted a multiple case study of three DLCs in six elementary schools to characterize the quality of systemic leadership exercised by DLCs through their brokering exchanges and the organizational factors informing their leadership. Findings I find that DLCs brokered information in a siloed, top-down manner from the central office into schools, guiding teachers on how to integrate technology with instruction but failing to coordinate this support with other CCSS resources popular among school leaders and teachers. Consequently, DLCs struggled to build coherence around the use of technology with school goals for improvement, provide instructional support to a broad footprint of teachers, and discover and share novel uses of technology developed by teachers. The organizational context of the central office and its schools informed DLC brokering, with top-down hierarchies, organizational silos, principal leadership, and the experience, goals, and training of DLCs influencing how these coaches engaged educators. Conclusions My findings suggest that district leaders should provide explicit guidance, resources, and more time for instructional coaches to demonstrate leadership in support of systemic change. I also show that instructional coaching is dependent on the organizational context of schools, suggesting that there will be local variation in the leadership outcomes that coaches achieve in practice and that district leaders should account for pertinent factors such as principal leadership, school structures for teacher collaboration, and school-reform readiness when developing coaching programs.
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Lochmiller, Chad R., and Jennifer R. Karnopp. "The politics of coaching assistant principals: exploring principal control." International Journal of Mentoring and Coaching in Education 5, no. 3 (September 5, 2016): 203–20. http://dx.doi.org/10.1108/ijmce-02-2016-0015.
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Purpose – The purpose of this paper is to explore how school principals influenced or controlled leadership coaches working with assistant principals in urban secondary schools. Design/methodology/approach – This longitudinal qualitative case study drew upon semi-structured interviews and program documents obtained from participants in a university-based leadership coaching program across three academic years. The study included 22 total participants, including ten assistant principals, nine leadership coaches, and three program staff. Findings – A thematic analysis of the data produced three themes. First, principals controlled coaches’ work with assistant principals both directly and indirectly. Second, the extent of principal control influenced how coaches developed a confidential relationship with the assistant principals and what strategies they used to preserve the confidential nature of the coaching relationship. Third, the focus of the coaching support evolved in response to the assignment of responsibilities and duties to the assistant principals, which were largely outside the assistant principal and leadership coach’s control. The absence of alignment between coaching priorities and leadership responsibilities frustrated coaches. Originality/value – The findings from this study make two significant empirical contributions to the literature. First, the study provides critical new insights about the extent to which politics generated by principals and administrative teams may influence the work of leadership coaches. Second, the study contributes to the sparse literature about leadership coaching for assistant principals, particularly those working in secondary school settings in the USA.
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Yanti, Desmi. "KEPEMIMPINAN KEPALA SEKOLAH DALAM PEMBINAAN DI BIDANG KESISWAAN." Manajer Pendidikan: Jurnal Ilmiah Manajemen Pendidikan Program Pascasarjana 13, no. 3 (January 25, 2020): 230–42. http://dx.doi.org/10.33369/mapen.v13i3.10100.
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This qualitative study described how the leadership of the school principal on coaching students. The data were collected by observation, interview, and documentation. The results showed that the leadership of the school principal on coaching students is all ready well planned, even there are some lacks and needs improvement.
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Miller, Rebecca J., Elizabeth Wargo, and Ian Hoke. "Instructional Coaching: Navigating the Complexities of Leadership." Journal of Cases in Educational Leadership 22, no. 3 (May 9, 2019): 16–27. http://dx.doi.org/10.1177/1555458919848134.
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This case provides opportunities for school leaders, including coaches, to examine ways to lead learning and build teacher capacity. Told from the perspective of a newly hired elementary instructional coach in a suburban district experiencing rapid growth, the intent of this case study is to explore how leaders and coaches can work together to develop collaborative learning experiences that cultivate reflection and professional growth among all teachers. In addition, school leaders using this case should examine the conditions and resources necessary to build strong professional communities that maximize student learning.
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van Nieuwerburgh, Christian, Margaret Barr, Chris Munro, Heather Noon, and Daniel Arifin. "Experiences of aspiring school principals receiving coaching as part of a leadership development programme." International Journal of Mentoring and Coaching in Education 9, no. 3 (May 27, 2020): 291–306. http://dx.doi.org/10.1108/ijmce-11-2019-0107.
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PurposeThis paper adds depth to our understanding of how coaching works by exploring the experiences of 14 aspiring school principals who received one-to-one leadership coaching as part of a leadership development programme.Design/methodology/approachThis study adopts a phenomenological approach. Individual semi-structured interviews were conducted with the participants. Thematic analysis was used to code the data and identify themes.FindingsThis paper reports on four themes based on the experiences of the participants: having time to reflect, feeling safe to explore, focussing on what's important for me and experiencing positive emotions.Research limitations/implicationsThe findings are unique to the participants who volunteered to take part in this study and therefore not representative of a general population of aspiring educational leaders. Further research is needed into the possible benefits of coaching to support educators undergoing leadership training.Practical implicationsThe findings raise a potential dilemma within the teaching profession about the use of educators' time; while they need to give time and attention to multiple stakeholders, they also need to protect time for their own development and self-reflection. Based on the reported experiences of the participants in this study, it is recommended that coaching be considered a component of professional development for educational leaders.Originality/valueThis paper adds to the growing research base for coaching in education, providing a unique insight into the experiences of aspiring school principals who received one-to-one leadership coaching as part of a leadership development programme.
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Matthews, Nancy. "Experiencing Leadership Like a Coach." Notes from the Field 51, no. 2 (January 9, 2017): 899–905. http://dx.doi.org/10.7202/1038608ar.
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This note is a reflection on experiences as an educational leader, as well as provides a perspective on educational leadership, based on professional reading. It offers the metaphor of the coach, initiating a case for using a coaching philosophy as a model for a sustained form of leadership. It invites the reader to consider that with a game plan and a coaching mindset, a school can reach its full potential.
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Grant, Viv, and Rachel Lofthouse. "Coaching: A solution to leadership burn-out?" Headteacher Update 2020, no. 2 (March 2, 2020): 40–41. http://dx.doi.org/10.12968/htup.2020.2.40.
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Owen, Susanne Mary, Toabwa Toaiauea, Tekonnang Timee, Tebetaio Harding, and Taaruru Taoaba. "School leadership capacity-building: developing country successful case studies." International Journal of Educational Management 34, no. 10 (August 1, 2020): 1615–36. http://dx.doi.org/10.1108/ijem-10-2019-0379.
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PurposeSystems educational reform in developing countries through effective principal capacity- building programs is essential for improving student learning, with the purpose of this paper being to use case studies to identify key success factors in the implementation of an instructional leadership program in the developing country of Kiribati.Design/methodology/approachA case study approach involving mixed methods including semi-structured interviews and document analysis was used within three purposively sampled schools to examine implementation success factors relevant to instructional leadership literatureFindingsThe case studies reveal the overall value of the Kiribati instructional leadership program involving school leader workshops and ongoing coaching support, with instructional leadership reflecting directive and collaborative, as well as transformative theoretical aspects. Key implementation success factors within researched schools were leaders undertaking regular observations in classrooms, systematic tracking of student achievement and nurturing a positive culture for learning, as well as establishment of various collaborative processes involving community and teacher peer learning groups.Research limitations/implicationsThe study provides in-depth information through teacher and school leader interviews and examining relevant school documentation artefacts. A limitation is that the study involved only three schools and was undertaken less than a year into program implementation. Future research involving more schools and several years after implementation would be beneficial to investigate sustainability across the school system and longer-term program impacts.Practical implicationsThe data provides practical tips for school leaders regarding effective teacher capacity-building approaches, as well as providing information for policy makers, especially in developing countries, about effective professional development programs for school leaders and teachers. 10; 10;Originality/valueThe study examines a system-wide workshop series and coaching approach to school leader and teacher capacity-building in a developing country from a theoretical and practical perspective relevant to instructional leadership and also transformational leadership, which is an under-researched area. 10; 10; 10;
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Anthony, Dirk Posthumus, and Christian J. van Nieuwerburgh. "A thematic analysis of the experience of educational leaders introducing coaching into schools." International Journal of Mentoring and Coaching in Education 7, no. 4 (December 3, 2018): 343–56. http://dx.doi.org/10.1108/ijmce-11-2017-0073.
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Purpose Schools are traditionally hierarchical organisations with headteachers holding significant influence to effect change. The purpose of this paper is to present the findings of an investigation into the experiences of school leaders introducing coaching cultures into their schools. Design/methodology/approach This study adopts a phenomenological approach. In total, 20 face-to-face, semi-structured interviews were conducted with headteachers and deputy headteachers in the UK. Thematic analysis was used to code the data and identify themes. Findings The paper reports on six themes based on the experiences of school leaders who participated in this study: personal beliefs about coaching are influenced by prior experiences; frustration about the pace of change; pressure of conflicting demands; feelings of isolation; the need for confidence to see the process through; and experiencing personal growth. The findings of this study shed light on the experience that school leaders may face when introducing coaching initiatives. Research limitations/implications These findings are unique to the participants of this study and therefore not representative of a general population of educational leaders. Further research into factors that can influence the successful introduction of coaching initiatives into educational settings is recommended. Practical implications The paper includes implications for school leaders who wish to introduce coaching initiatives into their educational contexts. It is argued, for example, it is helpful for school leaders to reflect on their own beliefs about coaching before initiating cultural change within their schools. Originality/value This paper fulfils an identified need to understand leadership experiences in relation to coaching in schools. This understanding will support policy makers and school leaders interested in embedding coaching cultures within schools.
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Wood, Barbara, and Sandy Gordon. "Linking MBA learning and leadership coaching." International Coaching Psychology Review 4, no. 1 (March 2009): 87–104. http://dx.doi.org/10.53841/bpsicpr.2009.4.1.87.
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This paper describes a five-day intensive leadership coaching course that was recently introduced as an Advanced Topic in Management within the Master of Business Administration (MBA) program offered by The University of Western Australia (UWA) Business School. The unit was designed specifically for those students nearing the completion of their MBA studies and curious about coaching and its ability to bring about individual and organisational transformation. In addition to summarising the course outline, including learning outcomes, teaching and learning strategies, unit delivery and means of assessment, both qualitative and quantitative course evaluation feedback data from students enrolled in 2007 (N=40) and 2008 (N=40) are presented. Results indicated that leadership coaching students expressed a strengthened belief in their coaching skills in response to taking the unit.
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Cliffe, Joanne, Kay Fuller, and Pontso Moorosi. "Secondary school leadership preparation and development." Management in Education 32, no. 2 (March 21, 2018): 85–91. http://dx.doi.org/10.1177/0892020618762714.
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In England, school leadership preparation has shifted from the National College and local authorities to teaching schools, their alliances and multi-academy trusts. Against this changing educational landscape, we investigate opportunities presented to men and women in secondary school leadership teams (SLTs). Drawing on interview data from a British Educational Leadership, Management and Administration Society funded investigation, we report on leadership preparation and development opportunities, aspiration to headship, headteachers’ support of ‘in house’, regional and national preparation programmes, coaching and mentoring involvement as well as access to formal and informal networks. Our analysis of SLTs as sites of potential for headship demonstrated some variability in women’s and men’s reported experiences. Accredited courses, higher degrees and workplace-based preparation provided access to leadership preparation and development opportunities; access was not transferrable from school to school. We identified a fragmented system and suggest policy and cultural changes to allow SLTs to offer inclusive and sustainable opportunities for succession planning.
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Houchens, Gary W., Tom A. Stewart, and Sara Jennings. "Enhancing instructional leadership through collaborative coaching: a multi-case study." International Journal of Mentoring and Coaching in Education 6, no. 1 (March 6, 2017): 34–49. http://dx.doi.org/10.1108/ijmce-07-2016-0057.
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Purpose Executive coaching has become increasingly important for enhancing organizational leaders’ professional effectiveness. The purpose of this paper is to contribute to a growing body of research literature that examines how coaching techniques help school principals improve their instructional leadership. Design/methodology/approach Using a protocol based on a theories of practice framework (Argyris and Schön, 1974) to support principals in deepening their self-reflection, this study added the element of a guided peer-coaching component in a group setting. Findings Results confirmed the effectiveness of the coaching protocol for assisting principals in deepening their self-awareness and critical reflection regarding their leadership, including the way principals’ core assumptions about teaching and leadership shaped the outcomes of their problem-solving strategies. Perceptions of the peer-coaching element were mixed, however. While principals reported feeling affirmed by sharing their leadership challenges with others, and indicated that the group coaching experience contributed to their sense of professional community, there were limitations to principals’ willingness to challenge one another’s core assumptions. Originality/value This study builds on literature that cites theories of practice as a mechanism for enhancing professional effectiveness and represents a further iteration of recent research studies applying the concept to the work of school principals. Findings affirm that a coaching protocol based on theories of practice is well received by principals, serves to deepen self-reflection, and can, in limited cases, contribute to sweeping changes of thinking and practice congruent with the concept of double-loop learning.
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Nurdin, Diding, and Suparta Rasyid. "Islamic Boarding School Education Model (IB-SEM) to Create Leadership Integrity: Using NVivo 12 Analysis." AL-ISHLAH: Jurnal Pendidikan 14, no. 4 (October 3, 2022): 6243–54. http://dx.doi.org/10.35445/alishlah.v14i4.1936.
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The purpose of this research is to create the character of a leader with integrity. Many problems are related to the honesty of the leader. This research method uses qualitative Design-Based Research (DBR), the qualitative data obtained is then processed using the NVivo 12 Plus application. The participants consisted of twenty-one participants, who came from two different Islamic boarding schools. The participants’ character consists of the principal, vice principal, kyai, mudaris, musyrif, and Islamic students. The results of the study show that there is a very strong impact on the formation of leader character and integrity through coaching in Islamic boarding schools. Educational guidance is carried out through 24-hour supervision every day while the students are in boarding school. The conclusion is that based on the results of the study, the coaching carried out at this Islamic boarding school must be a model for fostering Islamic students or students in Indonesia, especially students in Islamic boarding schools. integrated Islamic boarding school environment.
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Westre, Kirk R., and Maureen R. Weiss. "The Relationship between Perceived Coaching Behaviors and Group Cohesion in High School Football Teams." Sport Psychologist 5, no. 1 (March 1991): 41–54. http://dx.doi.org/10.1123/tsp.5.1.41.
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Based on Carron’s (1982) conceptual system of cohesion and Chelladurai and Carron’s (1978) multidimensional model of sport leadership, this study examined the relationship between perceived coaching behaviors and group cohesion in high school football teams. Players (N=163) assessed their coach’s leadership style and behaviors using the Leadership Scale for Sports (Chelladurai & Saleh, 1980), and the cohesion of their team using the Group Environment Questionnaire (Widmeyer, Brawley, & Carron, 1985). Multivariate multiple regression and canonical analyses revealed a significant relationship between coaching behaviors and group cohesion. Coaches who were perceived as engaging in higher levels of social support, training and instruction, positive feedback, and a democratic style were associated with higher levels of task cohesion within their teams. A series of subanalyses revealed that perceptions of team and individual success, as well as starter/nonstarter playing status, were also related to perceptions of coaching behaviors and/or team cohesion, while offensive and defensive positions were not related to these constructs.
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Patrick, Susan Kemper, Laura K. Rogers, Ellen Goldring, Christine M. Neumerski, and Viviane Robinson. "Opening the black box of leadership coaching: an examination of coaching behaviors." Journal of Educational Administration 59, no. 5 (July 20, 2021): 549–63. http://dx.doi.org/10.1108/jea-08-2020-0168.
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PurposeLeadership coaching is an increasingly popular development tool for school principals. However, specific coaching behaviors are rarely conceptualized or examined in prior research. This study presents a coaching behavior framework and then analyzes actual coaching conversations between principals and coaches to illustrate how specific coaching behaviors create opportunities for principals to reflect and think critically about their leadership.Design/methodology/approachBuilding on theories of interpersonal learning, the authors develop a framework of coaching behaviors to distinguish coaching inquiries and assertions that facilitate critique and reflection and, therefore, activate opportunities for learning. The authors use this framework to code transcripts of 55 principal coaching sessions. The authors analyze the prevalence of certain coaching behaviors and then examine qualitative patterns in how the use of certain behaviors shapes the nature of coaching conversations.FindingsOnly about one-third of coded coaching behaviors in the analytic sample are categorized as coaching inquiries and assertions that activate opportunities for learning. In the qualitative comparisons of extracts from coaching conversations, the authors find coaches' use of these behaviors produced richer, more meaningful dialogue.Originality/valueUnlike much of the past research on leadership coaching, this analysis examines what happens in conversations between coaches and principals. This framework could be applied to a broad range of coaching programs intended to promote professional learning.
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Woulfin, Sarah L., and Britney Jones. "Rooted in relationships." Journal of Professional Capital and Community 3, no. 1 (January 15, 2018): 25–38. http://dx.doi.org/10.1108/jpcc-07-2017-0017.
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Purpose The purpose of this paper is to draw on the concepts of social capital in order to reveal the organizational conditions, including structural and relational factors, associated with reform-oriented instructional coaching (ROIC) in an urban school district. Design/methodology/approach An interpretivist approach was used to analyze organizational conditions enabling ROIC. Interview, observation and document data collected focused on coaching, leadership, and school-level organizational conditions. Qualitative data analyses, including coding and memoing, were used to summarize key information and quotes across data sources; this was followed by qualitative comparative analysis (QCA) to identify combinations of factors associated with reform-oriented coaching. Findings The findings identified particular structures, systems, and activities enabling ROIC at the school level, with social capital playing a role in facilitating or impeding implementation of such work. That is, relationships, routines, norms, and webs of interaction enabled coaching. Principals’ prioritization of coaching as an improvement lever and their persuasive framing of coaching, coupled with principal-coach collaboration, fostered a positive culture for ROIC. Practical implications This paper points to the vital role of collaboration amongst administrators, coaches, and teachers. Principals play a significant role in defining coaching, setting up structures, and creating conditions supportive of the implementation of ROIC. By managing structures and routines, principals can encourage coaching aligned with reform efforts to yield positive outcomes. Originality/value This research advances the field’s understanding of organizational factors influencing the enactment of ROIC. It uses QCA to reveal the value of leadership in shaping structural and relational conditions in a school site.
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Nicolaidou, Maria, Yiasemina Karagiorgi, and Alexandra Petridou. "Feedback-based coaching towards school leaders’ professional development." International Journal of Mentoring and Coaching in Education 5, no. 1 (March 7, 2016): 20–36. http://dx.doi.org/10.1108/ijmce-03-2015-0011.
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Purpose – The purpose of this paper is to discuss feedback-based group coaching as a strategy towards school leaders’ development. On the basis of data collected within the framework of the project “Professional Learning through Feedback and Reflection” (PROFLEC), this case study explores the Cypriot school leaders’ views about feedback and coaching as developmental tools. The PROFLEC project was implemented in participating countries during 2013-2015 and involved completing an online leadership self-assessment inventory, training as well as coaching sessions. Design/methodology/approach – Observations and interviews with coachees and coaches illustrate participants’ views on feedback-based group coaching, the critical conditions of its implementation and the perceived value of the particular model. Findings – The study concludes that feedback-based group coaching can enhance school leaders’ organisational socialisation and learning; yet, certain aspects, such as the nature of the feedback, the role of the coaches, the establishment of trust as well as voluntary participation are required to enhance reflection towards action for school leaders. Originality/value – This paper supports the importance of feedback-based group coaching as a developmental strategy for school leaders.
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Hastie, Peter A. "Coaching Preferences of High School Girl Volleyball Players." Perceptual and Motor Skills 77, no. 3_suppl (December 1993): 1309–10. http://dx.doi.org/10.2466/pms.1993.77.3f.1309.
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80 Australian and 100 Canadian high school girl volleyball players reported a significant difference by nationality on “democratic behavior” and by age, and by sex of the coach on “positive feedback” on Chelladurai and Saleh's Leadership Scale for Sports. No significant main effects were found between nationality groups, players' age, or sex of the coach on any of the other variables of the scale.
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Charteris, Jennifer, and Dianne Smardon. "Dialogic peer coaching as teacher leadership for professional inquiry." International Journal of Mentoring and Coaching in Education 3, no. 2 (June 6, 2014): 108–24. http://dx.doi.org/10.1108/ijmce-03-2013-0022.
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Purpose – Dialogic peer coaching as leadership can enable teachers to influence each other's professional learning. The purpose of this paper is to shift the emphasis from the role associated with the designated title of leader to the purpose and relevance of teacher leadership in the context of dialogic peer coaching. Design/methodology/approach – The research was undertaken as a small qualitative case study embedded in a school-based, teacher professional development project. Nine groups of peer coaches from five unrelated schools engaged in a formal process of collaborative inquiry over two years. Interview data from 13 volunteer teacher participants were analysed using the constant comparison method and themes determined. Findings – The study revealed that there was growth in teacher leadership capabilities as they become dialogic peer coaches to each other. Practical implications – Through their collaborative peer coaching dialogue teachers have the transformative space to articulate their thinking. They can engage in dialogic feedback where they are positioned as experts in their own practice. Social implications – The teachers in this study are positioned within communities of practice as co-constructers of knowledge and co-learners. On the basis of the findings the authors suggest that this can support the development of high capacity leadership in schools. This stance contrasts with a technicist approach to teacher professional learning in which teachers are situated as absorbers or recipients of knowledge constructed elsewhere. Originality/value – The research reported in this paper addresses three key elements of leadership: individual development; collaboration or team development; and organisational development. It outlines a means by which teacher leadership can be strengthened to address these elements in schools.
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Odom, Samuel L., Ann M. Sam, and Brianne Tomaszewski. "Factors associated with implementation of a school-based comprehensive program for students with autism." Autism 26, no. 3 (January 19, 2022): 703–15. http://dx.doi.org/10.1177/13623613211070340.
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The purpose of this study was to examine influences on the implementation of a school-based comprehensive program for autistic children. Following the conceptual framework suggested by the Exploration, Preparation, Implementation, Sustainment (EPIS) model, variables from the outer context, inner context, and also that were part of the comprehensive program were explored. An index approach was employed for assessing implementation. The study was part of a larger cluster randomized control trial and took place in 39 elementary schools in a southeastern state within the United States. Variables associated with implementation were transformational leadership style of the principal, percentage of students in the school who were white, and adequacy of coaching. Implications for practice and future research were identified. Lay abstract The purpose of this study was to identify influences on the implementation of a school-based, comprehensive program for autistic students. Influences from the community context, from within the school organization, and from features of the intervention itself were examined. The study took place in 39 elementary schools in a southeastern state in the United States. Transformational leadership style of the building principal, percentage of white students at the school (which was proposed as a broader community socioeconomic variable), and adequacy of coaching were all associated with implementation.
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Turner, Brooke. "Preferences of Collegiate Volleyball Players Regarding Leadership Style." Journal of Sport Pedagogy & Research 7, no. 6 (2021): 4–12. http://dx.doi.org/10.47863/spex3129.
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The purpose of this study was to determine the coaching style preferences of Division II and III female collegiate volleyball athletes. Five hundred and nine female student-athletes from 41 colleges/universities expressed their preferences using the Revised Leadership Scale for Sport (RLSS) (Zhang et al., 1997). The preference version of the RLSS included six behavior dimensions: autocratic, democratic, positive feedback, situational consideration, social support, and training and instruction behaviors. Descriptive statistics were used to determine training and instruction behaviors and situational consideration were the most preferred coaching styles for all athletes. Autocratic was the least preferred coaching style. Independent t tests and ANOVA were used to address whether gender of the coach, athlete’s gender preference of the coach, division of the university, and/or athlete’s year in school affected the coaching style preference. The results showed that across all the independent variables investigated, athletes most preferred training and instruction and situational consideration coaching styles and least preferred the autocratic style. The only difference for any demographic was that athletes with female coaches preferred social support and positive feedback more than athletes with male coaches.
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Mahmood, Khalid, Muhammad Rifaqat, and Sufi Amin. "4-Head Teacher AS A Leader: An Analysis of Head Teachers Practices Based on Hersey Blanchard Model in Azad Jammu & Kashmir." International Research Journal of Education and Innovation 2, no. 2 (September 20, 2021): 41–49. http://dx.doi.org/10.53575/irjei.4-v2.2(21)41-49.
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The purpose of the study was to compare the leadership practices based on Hersey Blanchard model in AJK. The major objective of this study were to: compare the leadership practices of male and female Head teacher based on Hersey Blanchard Model, compare the leadership practices of public and private school Head teachers based on Hersey Blanchard Model. The study was descriptive in nature as it based on survey. The population of the study were Head Teachers of three District of AJK i.e. (kotli, Sudhnuti and Poonch) Stratified sampling technique was used for selecting the sample. The sample is selected according to (Gay, 2009). Data were collected using a survey questionnaire prepared on five-point Likert scale. Collected data were analyzed through independent sample t- test. On the basis of analysis and findings conclusion were drawn that the leadership practices of male Head teachers are better as compare to female Head teachers regarding direction and coaching while in supporting and delegation female Head teachers’ practices are better as compare to male Head teachers’ practices. It was concluded that the leadership practices of private Head teachers are better as compare to public Head teachers regarding direction, coaching and supporting while in delegation, public Head teachers’ practices are better than private Head teachers’ practices. The finding of the study recommended some ideas to be made for improving leadership practices. Government should provide forum in which both public and Private Head teacher share their practices. Government should upgrade their teacher and Head teacher regarding coaching according to modern era. Department of education should organize a proper ongoing training for their teacher and Head teacher regarding directing, coaching, supporting and delegation. The management of private schools should organize a proper ongoing training for their teacher and Head teacher regarding directing, coaching, supporting and delegation.
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Isnawan, Muhamad Galang, and Sudirman Sudirman. "Principal competency model development: Phenomenological design with coaching techniques in Sekolah Penggerak." Tarbawi: Jurnal Keilmuan Manajemen Pendidikan 8, no. 01 (May 7, 2022): 59–68. http://dx.doi.org/10.32678/tarbawi.v8i01.5867.
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Sekolah Penggerak is one of the best episodes of the many Merdeka Belajar episodes. A separate curriculum known as Kurikulum Merdeka was prepared to support the program. The change in the principal’s competency model then became one of the unique phenomena in the curriculum change. The facts reveal that school principals cannot adapt quickly to this phenomenon, so this study aims to help school principals adapt more quickly to changes in competency models with coaching techniques. This study uses a phenomenological design because it wants to know the experiences that principals experience regarding the use of coaching techniques in responding to the phenomenon of changing competency models. The participants were three principals (51-55 years old) with 2-5 years of experience as principals. The instruments used are coaching questions developed in Sekolah Penggerak. Data is collected online through Google Meet and analyzed using qualitative data analysis techniques. The study results then revealed that coaching techniques could to assist school principals in developing a model of school leadership competence, especially self-development and other people’s development, as well as learning leadership. This study also hopes that the principal will actively involve parents or guardians of students as mentors and learning resources.
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Abdullah, Jamelaa Bibi, S. Sathiyabama Suprammaniam, Noor Azzam Syah Mohamed, and Siti Ilyana Mohd Yusof. "THE The Relationship Of Instructional Leadership Towards Teachers’ Development Through Instructional Coaching Among Malaysian School Leaders." International Educational Research 3, no. 2 (May 19, 2020): p9. http://dx.doi.org/10.30560/ier.v3n2p9.
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Malaysian Education Development Plan (2013 - 2025) has outlined 11 shifts that focus on the development of the Malaysian education system. The 5th shift highlights the role of principals as instructional leaders who are responsible for bringing excellence to the organization through improving teachers' knowledge and skills within teaching and learning. Accordingly, this study aimed to identify the relationship of instructional leadership (IL) towards teacher development (TD) through instructional coaching (IC) among Malaysian school leaders. The study design is a survey method with a quantitative approach using questionnaire. Total of sample involved in this study are 1265 respondents consisting of principals and head teachers, Senior Curriculum Assistant, Head of Subject Field, Head of Subject Committee, and teachers. Samples were selected based on multi-stage cluster sampling method. Data were analysed using inferential statistics (Pearson correlation and multiple regressions). Pearson correlation test shows that the relationship between instructional leadership and instructional coaching towards teacher development is significant. Whereas multiple regression analysis shows that instructional leadership and instructional coaching were correlated and contributed significantly to teacher development.
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Meyer, Melanie S., and Anne N. Rinn. "School‐Based Leadership Talent Development: An Examination of Junior Reserve Officers’ Training Corps Participation and Postsecondary Plans." Journal for the Education of the Gifted 45, no. 1 (February 8, 2022): 4–45. http://dx.doi.org/10.1177/01623532211063937.
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In 1972, the Marland Report included leadership as a domain of giftedness in the first federal definition. Although federal and state descriptions of gifted and talented services still include identifying and developing leadership talent, in many states, services are not mandated or funded. Consequently, leadership development is often left to extracurricular programs (e.g., student organizations, athletics). The Junior Reserve Officers’ Training Corps (JROTC) provides school-based military-focused leadership education and opportunities to apply emergent leadership skills. This qualitative study examined leadership talent development in JROTC and the postsecondary paths participants chose. A self-report survey was distributed to graduating seniors enrolled in JROTC in Texas public high schools. The findings highlighted characteristics of students who chose to pursue military-focused education or careers after high school and themes about their leadership development experiences in JROTC. Students benefitted from opportunities for career-related identity exploration, a culture that supported leadership development, and psychosocial skills coaching.
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Brinkmann, Jodie Lynn, Carol Cash, and Ted Price. "Crisis leadership and coaching: a tool for building school leaders' self-efficacy through self-awareness and reflection." International Journal of Mentoring and Coaching in Education 10, no. 2 (January 27, 2021): 234–46. http://dx.doi.org/10.1108/ijmce-01-2021-0009.
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PurposeThis paper introduces a cognitive coaching and reflection tool to help school leaders build self-efficacy at a time when schools are facing a crisis in leadership. Key themes emerged from the data generated as part of a larger study of PK-12 administrators' leadership during the coronavirus pandemic.Design/methodology/approachThis qualitative study is based on phenomenological research methods and uses naturalistic inquiry design.FindingsThe findings consider the building of school leaders' efficacy in crisis management during a pandemic. A total of seven data-driven reflection themes are identified: self-care, professional development (PD), communication, school climate, instruction, parent resources and advocacy.Research limitations/implicationsInvestigated using a purposeful, nonrepresentative sample were the perceptions and experiences of PK-12 administrators as they served in their leadership role during the pandemic. Therefore, the results are not generalizable beyond the scope and context for which the research was conducted. An implication of this study is that this tool can be used by coaches working with school leaders and by leaders themselves to increase self-efficacy.Originality/valueThe cognitive coaching and reflection tool could be beneficial in developing leaders' self-awareness and reflection skills, in turn building self-efficacy. Although there are other tools to support leaders' self-awareness and reflection, the effects of the pandemic represent a unique opportunity for examining leader practices to adjust to, prepare for and deal with the impacts of a crisis.
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Damore, Sharon, and Barbara Rieckhoff. "Leading Reflective Practices in Montessori Schools." Journal of Montessori Research 7, no. 1 (May 19, 2021): 51–65. http://dx.doi.org/10.17161/jomr.v7i1.14832.
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In this paper, we report the results of a qualitative study examining the development of leadership competencies as Montessori school leaders gain experience using a coaching protocol with their teachers. Extending previous work, the emphasis is on the school leaders’ specific roles as instructional supervisors leading reflective practices. National standards, both traditional and Montessori, are a foundation to investigate a group of Montessori school leaders’ development in reference to articulated competencies, specifically for the school leader to tend to their own learning and effectiveness through reflection, study, and improvement, and to empower teachers to the highest levels of professional practice and to continuous learning and improvement. After the use of a prescribed coaching protocol, 12 Montessori school leaders from 6 schools across the United States were interviewed using a set of semistructured questions. The study results support that reflective practices lead to both improvement of practice with this group of Montessori school leaders and their respective teachers. We conclude that self-reflection is critical to a Montessori leader’s success, empowering them to model and influence reflective practices, with direct impacts on teacher reflection and school improvement. This conclusion becomes relevant as we observe our Montessori school leaders assuming numerous and complicated administrative roles, from management and teacher evaluation to instructional supervision, mentoring, and coaching teachers.
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Han, Min-Ah, Yun-Kyung Heo, and Yong-Kwon Park. "Structural Relationship among Elementary School Teacher’s Empowerment, Coaching Leadership, and Flourishment." Journal of Korean Coaching Research 14, no. 4 (August 30, 2021): 55–79. http://dx.doi.org/10.20325/kca.2021.14.4.55.
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Kallapadee, Yadapak, Kowat Tesaputa, and Kanokorn Somprach. "Strengthening the Creative Transformational Leadership of Primary School Teachers." International Education Studies 10, no. 4 (March 30, 2017): 179. http://dx.doi.org/10.5539/ies.v10n4p179.
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This research and development aimed to: 1) study the components and indicators of creative transformational leadership of primary school teachers; 2) study the existing situation, and the desirable situation of creative transformational leadership of primary school teachers in the northeastern region of Thailand; 3) develop a program to strengthen creative transformational leadership of primary school teachers; 4) study the results of implementing the strengthening of the creative transformational leadership program of primary school teachers. The research instruments are comprised of: 1) a form for evaluation components and indicators of creative transformational leadership; 2) a questionnaire for the existing situation and the desirable situation; 3) a form for the assessment of the program to strengthen the creative transformational leadership of primary school teachers; 4) a form for evaluating the results of implementing creative transformational leadership; 5) a test of creative transformational leadership. The research found that: The creative transformational leadership of primary school teachers has 5 elements and 16 indicators, including 1) the vision, 2) the intellectual stimulation 3) creativity, 4) inspirational motivation, 5) flexibility. The results of the study of the existing situation and the desirable situation of creative transformational leadership of primary school teachers showed at practice level every dimension and at overall were high. The study result of how to strengthen creative transformational leadership indicates coaching and mentoring levels were at high. Developed programs to strengthen creative transformational leadership of primary school teachers consisted of 5 modules: 1) the vision which covers three indicators, namely, picture mind, challenge and goal, 2) the intellectual stimulation which covers three indicators, namely, promotion of wisdom use, rationality and the ability to solve problems, 3) creativity which covers four indicators, namely, the initiative idea, the flexibility of thinking, fluency of and the quality of thinking, 4) inspirational motivation which covers three indicators, namely, confidence, concentration in action, hope for success, 5) flexibility of thought which covers three indicators, namely, adaptation according to the situation, adaptation to problem solution and action ability in several dimensions. The second program was guideline-applied coaching and mentoring processes. The results of the study found significant difference between before and after use of the strengthening in that the level after use was higher than before using every module (p-value< 0.05).
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Bakare, Eunice B., and Afolakemi O. Oredein. "COMPARATIVE STUDY OF LEADERSHIP STYLES IN PUBLIC AND PRIVATE SECONDARY SCHOOLS IN IDO LOCAL GOVERNMENT AREA OF IBADAN, OYO STATE." International Journal of Research -GRANTHAALAYAH 9, no. 5 (June 2, 2021): 227–39. http://dx.doi.org/10.29121/granthaalayah.v9.i5.2021.3933.
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This study compared the leadership styles of principals dominating in both public and private secondary schools in Ido Local Government Area of Ibadan, Oyo State, and also investigated the principals’ gender differences. Leadership styles examined include: autocratic, visionary, , democratic, coaching, servant, , , , bureaucratic and digital. A descriptive research design was adopted. The population of the study consists of 26 public secondary schools and 97 registered private secondary schools. The total population of teachers in the study were 1194. Using the Taro formula, a sample size of 306 respondents were sampled of which questionnaires were administered and 305 questionnaires were retrieved and used for analysis. A self-designed questionnaire that yielded reliability coefficients of r= 0.942, 0.911, 0.924 were used for data collection. A research question and two hypotheses were used to guide the study. The findings of the study showed a significant difference in the leadership style adopted by school principals of both school types with mean =92.5 and 1149, SD= 9.712 and 11.634, while (t = 0.719; = 301, p <0.05). There is also a significant gender difference in the leadership style adopted by principals of both schools with mean =125.14 and 120.97, SD= 14.195 and 9.318 and (t= 2.909; = 301; p< 0.05). The study concluded that though there are significant differences in the leadership styles adopted by the school principals, there are no leadership styles. It is therefore recommended that; principals of both school types should blend and adopt styles that best fit the situation at hand. Thus, leadership style should be applied based on contingency.
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Herlina, Herlina, Muhyani Muhyani, and Zahrotunni'mah Zahrotunni'mah. "Hubungan Pembinaan Orang Tua dan Pembinaan Siswa dengan Jiwa Kepemimpinan Siswa Di SMP Muhammadiyah 1 Bogor." Ta'dib: Jurnal Pendidikan Islam 7, no. 2 (November 1, 2018): 23–32. http://dx.doi.org/10.29313/tjpi.v7i2.4061.
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This study aims to determine the relationship of parental guidance and coaching students with the leadership spirit of students in Muhammadiyah 1 Junior High School, Bogor City. This study uses quantitative methods. The design of this study is correlation research. The subjects in this study were students of Bogor 1 Muhammadiyah Middle School whose population amounted to 430 students with a total sample of 25% of the total population of 125 students. Data collection was carried out using questionnaire instrument 3 variable X1, namely Parenting and X2 variables, namely student coaching in school and variable Y, namely the soul of Vain leadership. To find out the relationship between parenting and fostering students with the leadership spirit of students in school, using the multiple correlation formula. Multiple Correlations. The results of the correlation coefficient between the three variables namely the magnitude of r_count (ie = 0.235) the amount between 0.41-0.60 means that the positive correlation between variables X1, X2 and Y includes a weak correlation in parental education and coaching in schools with a leadership spirit. So it can be concluded that based on data analysis obtained from this study there is a significant correlation between parental exemplary and religious fostering in schools with a religious awareness of students at the City of Bogor 1 Junior High School. Keywords: Fostering Parents, Guiding Students, Student Leadership Spirit. Abstrak Penelitian ini bertujuan untuk mengetahui hubungan pembinaan orang tua dan pembinaan siswa dengan jiwa kepemimpinan siswa di SMP Muhammadiyah 1 Kota Bogor. Penelitian ini menggunakan metode kuantitatif. Rancangan penelitian ini adalah penelitian korelasi. Subyek dalam penelitian ini adalah siswa SMP Muhammadiyah 1 Kota Bogor yang populasinya berjumlah 430 siswa dengan jumlah sampel 25% dari jumlah populasi yaitu 125 siswa. Pengumpulan data yang dilakukan dengan instrument angket 3 variabel X1, yaitu Pembinaan orang tua dan variable X2, yaitu pembinaan siswa di sekolah dan variabel Y, yaitu Jiwa kepemimpinan siawa. Untuk mengetahui hubungan antara pembinaan orang tua dan pembinaan siswa dengan jiwa kepemimpinan siswa di sekola menggunakan rumus kolerasi berganda. Hasil koefisien kolerasi antara tiga variabel Yaitu besarnya (yaitu = 0,235) yang besarnya antara 0,41-0,60 berarti korelasi positif antara variabel X1, X2 dan Y termasuk korelasi lemah dalam pendidikan orang tua dan pembinaan di sekolah dengan jiwa kepemimpinan. Maka dapat disimpulkan bahwa berdasarkan analisis data yang diperoleh dari penelitian ini adalah terdapat korelasi yang signifikan antara keteladanan orang tua dan pembinaan keagamaan di sekolah dengan kesadaran beragama siswa di SMPN 1 Kota Bogor. Kata Kunci: Pembinaan Orang Tua, Pembinaan Siswa, Jiwa Kepemimpinan Siswa.
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Daučianskaitė, Agnė, and Vilma Žydžiūnaitė. "Differences and Similarities between Coaching, Instructional and Educational Leadership Styles." Acta Educationis Generalis 10, no. 3 (December 1, 2020): 87–100. http://dx.doi.org/10.2478/atd-2020-0022.
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Abstract Introduction: Leadership is part of the educational process, nevertheless, it has not been fully surveyed. Successful teaching and good results usually depend on an educator, as well as on the way s/he organizes the educational process. There are a lot of various educators who organize the educational process in a different way. As a result of that, three prevailing leadership styles appear - coaching, instructional and educational. In the scientific literature, it is possible to find a huge amount of information about these three styles, however, little research has been carried on the comparison of differences and similarities between them. Therefore, the purpose of this research is to derive and compare parameters (criteria) in leadership, distinguishing and summarizing their differences and similarities in tables. Purpose: The purpose of the paper is to compare the particular leadership styles according to formulated original parameters (criteria). Methods: In the paper, the method of a comparative literature review is applied. Conclusion: Comparing leadership styles, coaching leadership is focused on helping the learner and the improvement of the educational process; instructional leadership aims for effective and academic teaching when the educator is the leader; while educational leadership is focused on distributing education when the teacher, student and school environment are involved in the educational process.
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Daučianskaitė, Agnė, and Vilma Žydžiūnaitė. "Differences and Similarities between Coaching, Instructional and Educational Leadership Styles." Acta Educationis Generalis 10, no. 3 (December 1, 2020): 87–100. http://dx.doi.org/10.2478/atd-2020-0022.
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AbstractIntroduction: Leadership is part of the educational process, nevertheless, it has not been fully surveyed. Successful teaching and good results usually depend on an educator, as well as on the way s/he organizes the educational process. There are a lot of various educators who organize the educational process in a different way. As a result of that, three prevailing leadership styles appear - coaching, instructional and educational. In the scientific literature, it is possible to find a huge amount of information about these three styles, however, little research has been carried on the comparison of differences and similarities between them. Therefore, the purpose of this research is to derive and compare parameters (criteria) in leadership, distinguishing and summarizing their differences and similarities in tables.Purpose: The purpose of the paper is to compare the particular leadership styles according to formulated original parameters (criteria).Methods: In the paper, the method of a comparative literature review is applied.Conclusion: Comparing leadership styles, coaching leadership is focused on helping the learner and the improvement of the educational process; instructional leadership aims for effective and academic teaching when the educator is the leader; while educational leadership is focused on distributing education when the teacher, student and school environment are involved in the educational process.
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Lee, Ye Hoon, Seunghyun Hwang, and Youngjun Choi. "Relationship between coaching leadership style and young athletes' social responsibility." Social Behavior and Personality: an international journal 45, no. 8 (September 13, 2017): 1385–96. http://dx.doi.org/10.2224/sbp.6176.
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We investigated the relationship between young athletes' perception of their leaders' coaching behavior and the athletes' level of social responsibility. Participants were 204 high school athletes from the Midwest region in the US. Hierarchical regression analysis results showed that there was a positive relationship between the athletes' social responsibility and the coaches' democratic behavior, and a negative relationship between social responsibility and coaches' autocratic behavior. These results indicate that the athletes who perceived their coaches as behaving more democratically and less autocratically had a higher level of social responsibility than the others had. Our findings signify the importance of using types of coaching behavior that enhance student athletes' social responsibility.
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Gardner, Douglas E., David L. Light Shields, Brenda Jo Light Bredemeier, and Alan Bostrom. "The Relationship between Perceived Coaching Behaviors and Team Cohesion among Baseball and Softball Players." Sport Psychologist 10, no. 4 (December 1996): 367–81. http://dx.doi.org/10.1123/tsp.10.4.367.
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The relationship between perceived leadership behaviors and team cohesion in high school and junior college baseball and softball teams was researched. Study participants, 307 athletes representing 23 teams, responded to the perceived version of the Leadership Scale for Sports (LSS) and the Group Environment Questionnaire (GEQ). Correlational and multivariate analyses indicated significant relationships between perceived leader behaviors and team cohesion. Specifically, coaches who were perceived as high in training and instruction, democratic behavior, social support, and positive feedback, and low in autocratic behavior, had teams that were more cohesive. A MANOVA indicated there were significant differences between genders and athletes at the two school levels in their perceptions of coaching behaviors and team cohesion, though these demographic variables did not significantly moderate the leadership-cohesion relationship.
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Azis, Emmi, Sirwanti Azizul Marwah, and Dian Riani Said. "Pemberdayaan Masyarakat Melalui Pengembangan Ekowisata Pasir Putih Kawasan Goa Janji Desa Mallari Kabupaten Bone Sulawesi Selatan." Celebes Abdimas: Jurnal Pengabdian Kepada Masyarakat 2, no. 2 (November 1, 2020): 58–66. http://dx.doi.org/10.37541/celebesabdimas.v2i2.433.
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In the modern era, the leadership values and processes that must be passed by someone to become a leader has been changed. The evolution of mind and social life has changed the paradigm of modern humans in the view of the concept of leadership. To be a leader, a person must speak and train himself to have the character, abilities or qualities that should be owned by leaders. The Students who manage intra-school organizations (OSIS) are one of the forerunners of future leaders in the future and have an interest in driving change in their respective schools so that they become better. As a form of caring in building a leadership model that has integrity, Indonesia College of Economics conducts leadership training and coaching for OSIS administrators in SMA & SMK Negeri as well as the private sector in North Jakarta. The method used in this training consisted of lecture activities, question and answer sessions, discussion of case studies, by explaining the basic concepts of visionary leadership, participative leadership styles, change leadership and how to make decisions correctly. After this training, it is hoped that the student council officials will possess and demonstrate leadership motivation skills that are ready to challenge and can inspire students in their respective school environments.
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Ramaditya, Muhammad, Syahrul Effendi, and Faris Faruqi. "Pelatihan Kepemimpinan Dan Pembinaan Untuk Meningkatkan Kemampuan Para Pengurus OSIS SMA Dan SMK Negeri Di Jakarta Utara." Celebes Abdimas: Jurnal Pengabdian Kepada Masyarakat 2, no. 2 (November 1, 2020): 72–79. http://dx.doi.org/10.37541/celebesabdimas.v2i2.446.
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In the modern era, the leadership values and processes that must be passed by someone to become a leader has been changed. The evolution of mind and social life has changed the paradigm of modern humans in the view of the concept of leadership. To be a leader, a person must speak and train himself to have the character, abilities or qualities that should be owned by leaders. The Students who manage intra-school organizations (OSIS) are one of the forerunners of future leaders in the future and have an interest in driving change in their respective schools so that they become better. As a form of caring in building a leadership model that has integrity, Indonesia College of Economics conducts leadership training and coaching for OSIS administrators in SMA & SMK Negeri as well as the private sector in North Jakarta. The method used in this training consisted of lecture activities, question and answer sessions, discussion of case studies, by explaining the basic concepts of visionary leadership, participative leadership styles, change leadership and how to make decisions correctly. After this training, it is hoped that the student council officials will possess and demonstrate leadership motivation skills that are ready to challenge and can inspire students in their respective school environments.
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Westfall, Scott. "Worst to First: Turnaround Leadership Through the Lens of Successful High School Football Coaches." International Sport Coaching Journal 7, no. 2 (May 1, 2020): 163–74. http://dx.doi.org/10.1123/iscj.2019-0076.
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Turnaround leadership is a topic of particular interest within sports, as newly hired coaches are often expected to transform struggling teams into “winners.” The present study qualitatively examined American high school football coaches (N = 11) who led a dramatic turnaround within their school’s football program. After being hired, these participants experienced relatively quick success, as they achieved a winning record (M = 1.73 years) and reached the state playoffs within a short period of time (M = 1.82 years). Steps of the turnaround process included assembling a staff of quality assistants, creating a vision for program success, formulating a strong plan that supported the vision, generating buy-in from players and key members of the program, creating and celebrating early achievements, sustaining success through the establishment of new goals and benchmarks, and fighting the urge to become complacent once new levels of success were reached (i.e., making change stick). As a part of their coaching turnarounds, all of the participants talked about the importance of incorporating a quality strength and conditioning program into their team’s training regimen. Meanwhile, the majority of the participants identified “educational athletics” as the core of their coaching philosophy, in which they viewed their jobs as coaches as an extension of the classroom. Moreover, most participants implemented character education into their programs and used football as a platform for teaching life lessons to their players. Yet, the most recurrent theme of the process, and the most recommended approach for achieving a coaching turnaround, was establishing positive coach–athlete relationships.
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Badarwan, Badarwan, and Supriadin Supriadin. "Prophetic Values in the Principal's Leadership Style at SDN 1 Ranomeeto, Konawe Selatan." Shautut Tarbiyah 27, no. 2 (November 25, 2021): 236. http://dx.doi.org/10.31332/str.v27i2.3146.
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This article aims to analyze the prophetic values in the leadership of the principal at SDN 1 Ranomeeto, which include: 1) deliberation as a way of making decisions; 2) be open; 3) teacher capacity building; 4) create a conducive working climate; 5) understand the condition of the teacher; 6) increase teacher participation; 7) provide coaching and counseling. This research is a qualitative research using a narrative approach. Data collection techniques were carried out by interview, observation and documentation. Data analysis through the process of reduction, presentation of data and drawing conclusions as well as checking the validity of the data technique through triangulation of techniques, sources and time. The results showed that: 1) Various problems and school agendas were resolved through deliberation forums; 2) the principal's open attitude was shown by accepting input, suggestions and criticism, especially from teachers; 3) teacher capacity building is a priority in school programs; 4) the work climate is created by building a family atmosphere, 5) the shortcomings and strengths of teachers are known through the supervision process, 6) various school activities always involve teachers; 7) coaching and counseling is carried out in enforcing school discipline, increasing teacher competence and performance. The implication of this study, the author suggests the need for further research related to prophetic education for school residents.Keywords: Prophetic Values, Educational Leadership
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Quisquino, Dr John Marco F. "Master Teachers as Instructional Leaders in Public Elementary Schools in the Division of Rizal." International Journal for Research in Applied Science and Engineering Technology 10, no. 12 (December 31, 2022): 891–99. http://dx.doi.org/10.22214/ijraset.2022.47974.
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Abstract: The study aimed to determine the instructional leadership skills and competencies of Master teachers and its effect on professional growth of teachers in the Division of Rizal during the school year 2019-2020 base reference for policy enhancement. The study found out that in general, the master teachers are highly competent as regard to instructional skills and competencies in terms of instruction, research, coaching and mentoring, and observation and supervision. Also, in general, the teachers had a great extent on their professional growth in gaining new knowledge and information as regard to teaching techniques and methodologies that they could apply it in the teaching arena. There is a significant relationship between the level of instructional leadership skills and competencies of master teachers with respect to instruction, research, coaching and mentoring, and observation and supervision, and the extent of professional growth of teachers, since the computed p-value is less than 0.05 thus the null hypothesis is rejected. The findings show that the instructional leadership skills and competencies of master teachers with respect to instruction, research, coaching and mentoring, and observation and supervision are significantly correlated with the professional growth of teachers. It can be concluded that the instructional skills and competencies of master teachers are highly competent in terms of instruction, research, coaching and mentoring, and observation and supervision. Teachers have a great extent on their professional growth in accessing to and are participating in a variety of learning opportunities that addresses their needs and preferences. Further, master teacher’s instructional skills and competencies in terms of instruction, research, coaching and mentoring, and observation and supervision were significantly related to the professional growth of teachers
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Irby, Beverly J., Roya Pashmforoosh, Fuhui Tong, Rafael Lara-Alecio, Matthew J. Etchells, Linda Rodriguez, Christopher Prickett, and Yingying Zhao. "Virtual mentoring and coaching for school leaders participating in virtual professional learning communities." International Journal of Mentoring and Coaching in Education 11, no. 3 (August 25, 2022): 274–92. http://dx.doi.org/10.1108/ijmce-06-2021-0072.
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PurposeThis study was conducted in the United States of America to identify what practices virtual mentor-coaches perceived to be effective in virtual mentoring and coaching (VMC) within virtual professional learning communities (VPLCs). The authors also sought to determine the ways in which virtual mentor-coaches provided VMC for school leaders within VPLCs.Design/methodology/approachThe authors used a phenomenological approach in our research, describing the lived experiences of practicing virtual mentor-coaches as they engaged in VMC. Data analysis included video analysis and systematic coding of interview data.FindingsAn in-depth analysis of interview and video data showed that virtual mentor-coaches support school leaders in developing and transforming school leaders' leadership for building teachers' instructional capacity. The authors identified a VMC process model within VPLCs, including four steps as follows: (1) presentation, (2) collaboration, (3) reflection and (4) action plan.Practical implicationsVMC for school leaders participating in VPLCs is regarded as a transformative model which provides encouragement, reflection and support for instructional leadership actions.Originality/valueKey steps and components of an effective VMC highlighted in the current research offer practical guidance for future virtual mentor-coaches in conducting and implementing VMC within VPLCs.
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Smith, Betsann. "Leadership for “The All of It”: Formalizing Teacher-Leader Networks." Teachers College Record: The Voice of Scholarship in Education 121, no. 3 (March 2019): 1–44. http://dx.doi.org/10.1177/016146811912100308.
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Background/Context Research underscores that school improvement relies on leadership that stretches beyond a principal, but significant developments to the design of school level leadership lags. This paper shares data and interpretations of school leadership organized as a network of formalized teacher-leader roles that are ranked, titled, and differently paid. Purpose/Research Question The study examined the functions, tasks, and boundaries of different teacher-leader roles as well as teachers’ perceptions of their legitimacy and value. It also explored whether formal roles generated negative side effects on school climate or teacher relations. Focus of Study Ongoing skepticism of role formalization and ranking within teaching directed the study's attention to an extensive empirical case of formalization. Setting Data were collected from eight secondary schools in England, where formalized teacher-leader roles are long established and associated with school performance. Research Design The study was designed as a descriptive investigation of a leader system. It was conceptually framed by perspectives on schools as organizations and literatures on role formalization, leadership, and school improvements. Data Collection and Analysis Observation, artifact, and interview data were collected. Description and analysis focused on the design of leader roles, the activities and conditions they generated, and school member perceptions of their legitimacy and value. Findings/Results Formal roles that blend teaching with instructional and managerial leadership gain legitimacy and pass tests of goodness and value for teachers when they directly contribute to teachers’ day-to-day work and success, as when they elevate working conditions, bring disciplinary knowledge and local understandings to learning and problem solving, and contribute to individual and collective efficacy. Conclusions/Recommendations Networks of formal teacher-leader roles can bring more substantial and reliable resources to the conditions of teaching and school organizations than informal leadership or targeted coaching roles. Fears of negative social and professional consequences do not emerge when roles remain rooted in teaching, when leaders’ tasks flow across logistical, instructional, and social dimensions of teachers’ work, and when norms emphasize help and reciprocity.
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Lam, Eddie T. C., Stephanie S. J. Drcar, and Xuan Song. "Predominant Coaching Leadership Behaviors of High School Head Basketball Coaches: A Pilot Study." Open Journal of Social Sciences 09, no. 11 (2021): 219–43. http://dx.doi.org/10.4236/jss.2021.911019.
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Lackritz, Anne D., Maria Cseh, and Donald Wise. "Leadership coaching: a multiple-case study of urban public charter school principals’ experiences." Mentoring & Tutoring: Partnership in Learning 27, no. 1 (January 2019): 5–25. http://dx.doi.org/10.1080/13611267.2019.1583404.
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O’Neill, Michael R., and Shane Glasson. "Revitalising professional learning for experienced principals: Energy versus ennui." Educational Management Administration & Leadership 47, no. 6 (May 10, 2018): 887–908. http://dx.doi.org/10.1177/1741143218764175.
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This article contributes to the limited body of literature pertaining to attempts by educational systems to satisfy the professional learning needs of experienced principals, defined as those with more than 10 years of experience in at least two schools. Specifically, this article illustrates the Catholic Education Office of Western Australia’s endeavour to create an innovative, integrated, cross-sectoral program to enhance the leadership capabilities and health and wellbeing outcomes of experienced principals from Catholic, Government and Independent schools in that state. The program comprised four integrated pillars: a 360-degree review of participant leadership capabilities followed by executive coaching to effect improvement; an executive health assessment and coaching with an exercise physiologist to enhance participant health and wellbeing outcomes; a theoretical program based on a nationally accepted standard for principals, developed by the Australian Institute for Teaching and School Leadership; and a group project transacted in a non-educational setting. The article begins with a synopsis of existing literature related to the professional learning needs of experienced principals and the few reported evaluations of programs designed to cater for the unique needs of this cohort. Participant feedback collected at the commencement of the program, its midpoint and conclusion are presented. The article concludes with recommended changes that could be implemented to enhance the efficacy of future program iterations.
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Fleck, Joey A., Mark D. Threeton, and John C. Ewing. "Important Leadership Skills for Career and Technical Education Administrators." Career and Technical Education Research 44, no. 1 (July 1, 2019): 40–56. http://dx.doi.org/10.5328/cter44.1.40.
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Leaders influence the lives of many and impact the success of a wide variety of organizations. Career and Technical Education (CTE) Administrative Directors provide leadership in CTE school settings as they lead and manage personnel, facilities, curriculum, and student services. This study sought to determine the essential leadership skills that are important for success as a CTE Administrative Director. The findings indicated that there are a variety of leadership skills that are important for success as a CTE Administrative Director. The top three include self-responsibility and management, leadership and coaching, and written communication. As a result of these findings, CTE leadership programs could enhance leadership preparation and efforts to cultivate the development of leadership skills by CTE Administrative Directors.