Coaching as a leadership development tool for teachers

Blackman, Anna

doi:10.1080/19415250903208940

Cited by 28 publications

(30 citation statements)

References 43 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“… More innovation and creativity (Norlander, Bergman, & Archer, 2002;Styhre, 2008);  Higher levels of initiative (Blackman, 2010;Sonesh et al, 2015); and  More flexibility and adaptability (Hall, Otazo, & Hollenback, 1999).…”

Section: Research Question 1: Benefits or Outcomes Of Coachingmentioning

confidence: 99%

Challenges for the Theory and Practice of Business Coaching

Blackman

Moscardo

Gray

2016

Human Resource Development Review

Self Cite

View full text Add to dashboard Cite

P: +61 7 4781 4254Professor Gianna Moscardo has qualifications in applied psychology and sociology. Her qualifications in applied psychology and sociology support her research interests in understanding how communities and organisations perceive, plan for, and manage tourism development opportunities and how tourists learn about and from their travel experiences. CHALLENGES FOR THE THEORY AND PRACTICE OF BUSINESS COACHING: A SYSTEMATIC REVIEW OF EMPIRICAL EVIDENCE AbstractUntil recently there has been little published systematic empirical research into business coaching. This paper reports on a systematic, critical review of 111 published empirical papers investigating business coaching theory, processes and outcomes. The present paper identifies a significantly larger body of empirical research than covered in previous reviews and uses a Systematic Review method (SRm) to conduct a comprehensive review of the available empirical evidence into business coaching effectiveness focusing on implications for theoretical development, practice (within human resource development) and further research in this area. This review identifies convergence around factors that contribute to perceived effective coaching practice but nevertheless highlights a number of issues to be resolved in further research. These include determining the primary beneficiaries of coaching, the factors that contribute to coach credibility, and how the organisational and social context impacts on coaching. Weaknesses in coaching research methodology and research gaps are also noted.

show abstract

Section: Research Question 1: Benefits or Outcomes Of Coachingmentioning

confidence: 99%

Challenges for the Theory and Practice of Business Coaching

Blackman

Moscardo

Gray

2016

Human Resource Development Review

Self Cite

View full text Add to dashboard Cite

show abstract

“…Their emphasis on differentiated professional development opportunities is supported by other studies. Research shows that both individual and group learning experiences support teachers' development toward leadership (Blackman 2010), but individualized learning experiences are most influential (Runhaar et al 2010). Moreover, teacher leadership is most likely to develop when teachers have opportunities to 'try out' various leadership roles and responsibilities (Hickey and Harris 2005, Lipton and Wellman 2007, Rhodes and Bundrett 2009).…”

Section: Professional Development In Education 283mentioning

confidence: 99%

“…Blackman (2010) found that traditional workshops followed by one-on-one coaching sessions were particularly effective in preparing teacher leaders since workshops hone technical skills and coaching develops more generalized skills. For teacher leaders in another study: examining leadership (rather than teaching) … and writing about it, led to a deeper understanding of their new roles; opened up the conversation about leadership and its challenges as well as its successes; and gave teachers common ground to uncover in a community of their own making.…”

Section: Introductionmentioning

confidence: 99%

Professional development and job-embedded collaboration: how teachers learn to exercise leadership

Hunzicker

2012

Professional Development in Education

View full text Add to dashboard Cite

Research shows that professional development alone does not provide adequate leadership preparation for teachers, yet many develop into established teacher leaders. The purpose of this study was to explore how teachers learn to exercise informal leadership in the schools and districts where they work. Eight elementary teachers who lived and worked in the Midwestern region of the United States participated in the study. Data collection included written self-reflections, questionnaire responses and a participant focus group. Teachers in the study learned to exercise leadership gradually, over time as they accumulated professional experience. Findings of the study revealed three factors that developed teacher leadership: exposure to research-based practices, increased teacher selfefficacy, and serving beyond the classroom. Professional development designed to improve teaching practice, paired with job-embedded collaboration, supported teachers' progress toward leadership. Contrary to the findings of similar studies, leadership-focused professional development provided only peripheral support. Taking this research into account, the study concludes that professional development designed to improve teaching practice and build leadership skills, paired with job-embedded collaboration, supports teachers toward leadership gradually, over time, as they accumulate professional experience and increase self-efficacy.

show abstract

“…School leaders might act as coaches or mentors for staff either within or outside their own school and help identify and assist talented aspirant leaders make the journey towards headship (Browne-Ferrigno, 2003;Stead, 2006;Blackman, 2010). Incumbent school heads may also become involved in forms of peer-coaching or peer-mentoring to assist fellow heads acclimate to their roles, increase performance and effect change and improvement in their schools.…”

Section: Coaching For Leadership In Schoolsmentioning

confidence: 99%

Coaching and mentoring for self‐efficacious leadership in schools

Rhodes

Fletcher

2013

International Journal of Mentoring and Coaching in Education

View full text Add to dashboard Cite

If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -This article aims to propose a three-stage framework for on-going professional development of aspirant and incumbent heads that is designed to increase their own self-efficacy. It is suggested that continuity and progression in self-efficacy development can be addressed via processes pertaining to acculturation, assimilation and actualisation. The on-going work of Fletcher augments this conceptual framework with a new approach to action research ensuring an evidencebased foundation to the growth of self-efficacy. Design/methodology/approach -The article offers an analysis of existing research evidence in coaching, mentoring, talent management, leadership development and self-efficacy to propose a framework useful in research and in the development of self-efficacy that may help secure transition between the potential to lead and high performance in leadership incumbency in schools. Findings -The article points to the importance of coaching and mentoring as potential scaffolds to create an appreciation of self-efficacy's value at all stages of the headship journey. It is suggested that active development of individual's self-efficacy through mentoring and coaching relationships may serve to ensure that the loss of human potential of those who could lead but never completed the journey is reduced.Research limitations/implications -The article identifies new questions pertaining to the practice of high quality coaching and mentoring in the journey to leadership in schools and raises further questions pertaining to the conceptualisation of learning relationships and the interactions and feelings involved in such learning relationships. Originality/value -This article suggests a phased approach, an integrated vision of mentoring and coaching for headteacher development that can span their professional lifetime. This generative approach is what distinguishes the authors' proposal from others. An emphasis is placed on self-study integrated in an Appreciative Inquiry approach, however, the authors' proposal goes further in that they have realised that aspirant headteachers should be taught how to undertake self study integrated with action research not only for their own benef...

show abstract

Coaching as a leadership development tool for teachers

Cited by 28 publications

References 43 publications

Challenges for the Theory and Practice of Business Coaching

Challenges for the Theory and Practice of Business Coaching

Professional development and job-embedded collaboration: how teachers learn to exercise leadership

Coaching and mentoring for self‐efficacious leadership in schools

Contact Info

Product

Resources

About