Experiences of aspiring school principals receiving coaching as part of a leadership development programme

Abstract

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.

Extending the research agenda on (ethical) coaching and mentoring in education: embracing mutuality and prioritising well-being

“…More positively, we have also witnessed and reported (Hobson, 2021;Lucey and van Nieuwerburgh, 2020;van Nieuwerburgh et al, 2020), as have others (e.g. Dreer, 2021;K apl ar-Kod acsy and Dorner, 2020;Kutsyuruba and Godden, 2019), effective coaching and mentoring to be helpful means of mitigating detrimental impacts of the GERM on educators and other professionals.…”

Coaching: an approach for leadership development in the Singapore education system

“…The positive emotions of the coaching experience as expressed by the beginning principals and the principal-trainers are similar to research elsewhere (Bloom et al, 2005;Cherkowski and Walker, 2018;Grant, 2014;James-Ward, 2013;Keyes, 2003;Kutsyuruba et al, 2019;Lackritz et al, 2019;Lochmiller, 2014Lochmiller, , 2018Lowery, 2019;Ng, 2005;van Nieuwerburgh et al, 2020;Wise and Cavazos, 2017;Wise and Jacobo, 2010). The beginning principals appreciated the safe space when coached, and this sentiment concurs with the works of other researchers (Lochmiller, 2018;Netolicky, 2016;Robertson, 2009;van Nieuwerburgh et al, 2020;Wise and Hammack, 2011). They articulated how their coaches supported them in raising self-awareness and enabling them to reflect deeper, analyzing issues from different perspectives and, in the process, availing themselves to the different possibilities for future actions.…”

“…In leadership development, principals can be supported by leadership coaches who are experienced principals themselves (Bloom et al, 2005;van Nieuwerburgh et al, 2020;Wise and Jacobo, 2010). The culture of shared understanding between first-time principals and the experienced principals as coaches can be helpful as the focus is on the common ground of school leadership (Brothers, 2005;James-Ward, 2013;Lochmiller, 2014Lochmiller, , 2018.…”

“…In addition, PR-C recalled that her coach "allowed me to be a bit more circumspect about challenges and not to get so anxious." As the beginning principals described their coaching experiences further, the researcher noted the sense of relief, gladness and appreciation for the time and safe space to have open conversations on tough leadership issues with their coaches (Lochmiller, 2018;van Nieuwerburgh et al, 2020). It was a welcome change with no fear, knowing that the coaches were non-evaluative.…”

The influence of entrepreneurial leadership and sustainability leadership on high-performing school leaders: mediated by empowerment

“…Many studies indicated the relationship between school leadership and school overall performance. High-performing school leaders play in the ways of school performance (Nieuwerburgh et al 2020). These include selecting the right persons as school leaders and further developing them to become immensely important toward the school performance.…”