Personal, Professional Coaching: Transforming Professional Development for Teacher and Administrative Leaders

Patti, Janet; Holzer, Allison A.; Stern, Robin; Brackett, Marc A.

doi:10.12806/v11/i1/ab4

Cited by 14 publications

(2 citation statements)

References 13 publications

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“…How can we prepare educators to provide exemplary instruction to all young people? To address these important questions, this study explores a coaching approach, grounded in EI theory, called personal, professional coaching (PPC) as a form of professional development (PD) aimed at improving school leader and teacher effectiveness by enhancing their EI skills (Patti, Holzer, Stern, & Brackett, 2012;Stern, Patti, Brackett, Martin, & Caruso, 2007). The developers of PPC looked at literature in the fields of both coaching and EI, often referred to within education domains as SEL, to design an approach integrating relevant best practices from each.…”

Section: Introductionmentioning

confidence: 99%

Twenty-first-century professional development for educators: a coaching approach grounded in emotional intelligence

Patti

Holzer

Brackett

et al. 2015

Coaching: An International Journal of Theory, Research and Prac

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In recent years, school leaders have recognised the need for developing emotional intelligence (EI) skills, such as self-awareness and emotion management, in students and educators. As they seek professional development (PD) to cultivate these skills in educators and their students, they may look to coaching, grounded in EI theory, as a feasible and effective PD option. This article describes findings from a case study conducted with 12 internal coaches in one school Federation in Kent, England from 2008 to 2010. This study explored the benefits and challenges of implementing a coaching programme delivered by educators for educators responsible for teaching EI skills to students. Twelve educators participated in a yearlong coach certification and delivery process grounded in EI theory and skills. Data collection included pre-and post-interviews and online reports from each of six coaching sessions. Findings revealed benefits for both coaches-in-training and clients, including: deeper commitment to teaching EI skills, increases in self-awareness and self-management, and improved relationships with others. While coaches and clients reported positive behavioural changes, lack of support at the leadership level was found to negatively impact successful implementation of the programme. Practice points. To which field of practice area(s) in coaching is your contribution directly relevant? Please state a brief sentence. This study contributes knowledge about the practice of school-based leadership coaching for educators, grounded in emotional intelligence (EI) theory. . What do you see as the primary contribution your submission makes to the coaching practice? Please state in one to two sentences. Few recent studies have been conducted on EI-based leadership coaching to support school leaders and teacher effectiveness. Our study contributes knowledge in two unique ways: first, by exploring a coaching development practice grounded in EI theory and designed specifically for educators; second, by exploring the process of

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Section: Introductionmentioning

confidence: 99%

Twenty-first-century professional development for educators: a coaching approach grounded in emotional intelligence

Patti

Holzer

Brackett

et al. 2015

Coaching: An International Journal of Theory, Research and Prac

Self Cite

View full text Add to dashboard Cite

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“…The field of Education Leadership has taken interest in using various affective reflective strategies to develop and strengthen interpersonal and intrapersonal skills for effective leadership (Boyatzis, & Saatcioglu, 2008;Patti et al, 2012). There is ample research that supports EI as a predictor of effective leadership (Ayiro, 2009; Boyatzis et al, 2002;Boyatzis & Ratti, 2009;Papoutsi et al, 2019).…”

Section: Applications Of Emotional Intelligence Models In Preparing E...mentioning

confidence: 99%

Developing Emotional and Social Intelligence in an education leadership postgraduate program: Perceptions of aspiring school leader

Núñez¹,

Patti

Postigo

2023

Escritos Psicología

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This exploratory study builds upon the need for scientific studies that measure the impact of emotional intelligence training on educational leadership skill development. Using a quasi-experimental methodological approach, the researchers evaluated the effectiveness of a course in emotional intelligence leadership development in a postgraduate leadership program taken during the program's first semester. The course was grounded in the framework of emotional intelligence by Daniel Goleman. It also utilized concepts and skills from the ability model of emotional intelligence. The sample consisted of 45 aspiring leaders in a New York urban university. The evaluation measures included the Leadership Practices Inventory (LPI) and the Emotional Social Competency Inventory (ESCI). The preliminary results conducted by paired sample t-tests showed positive statistically significant differences in all the variables of the ESCI and the LPI. Further analysis, with a quasi-experimental pre-posttest design, evaluated the effect of the cohort and maturation. Results showed positive statistically significant differences in all five leadership practices of the LPI, except in the practice of Challenge. Prospective school leaders' perception of their emotional intelligence competencies, measured by the ESCI, also demonstrated significant positive results in all variables except Self-Awareness.

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The relationship between emotional intelligence and leadership in school leaders: a systematic review

Gómez‐Leal

Holzer

Bradley³

et al. 2021

Cambridge Journal of Education

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The purpose of this systematic review is to explore the literature on emotional intelligence related to school leadership using Preferred Reporting Items for Systematic Reviews and Meta-analysis (PRISMA) guidelines. The authors searched the electronic databases of Eric education, PsycINFO, Scopus, and Psychology Database to find relevant articles. We used search criteria to identify a total of 110 references. Using rigorous selection methods, 35 articles were systematically reviewed. The results revealed that emotional intelligence is key for effective leadership and that the most commonly used skills/competences are self-awareness, self-management, and empathy. Additionally, the literature makes it clear that the extent to which the leader builds trusting relationships contributes greatly to the development of teacher satisfaction and performance. These findings can help to inform the design of successful pre-service programmes for aspiring leaders and in-service for school principals. Limitations and future lines of research are discussed.

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Personal, Professional Coaching: Transforming Professional Development for Teacher and Administrative Leaders

Cited by 14 publications

References 13 publications

Twenty-first-century professional development for educators: a coaching approach grounded in emotional intelligence

Twenty-first-century professional development for educators: a coaching approach grounded in emotional intelligence

Developing Emotional and Social Intelligence in an education leadership postgraduate program: Perceptions of aspiring school leader

The relationship between emotional intelligence and leadership in school leaders: a systematic review

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