A Leadership Strategy: Coaching, A Singaporean Example

Ebbeck, Marjory; Lian, Connie Geok

doi:10.14221/ajte.2018v43n8.8

Cited by 2 publications

(1 citation statement)

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“…It is more concerned with learning for the medium to long term, while coaching addresses learning for performance in the short to medium term (Ng, 2005). Coaching is premised on a partnership whereby the coach skillfully asks good, evocative questions (Maxwell, 2014; Tschannen-Moran and Tschannen-Moran, 2017) to support the learner in self-awareness as well as to explore new possibilities, triggering new interpretations and learning new distinctions (Brothers, 2005; Costa and Garmston, 2002; Ebbeck and Seah, 2018; ICF, n.d.; Loewenstein, 1994; Passmore and Fillery-Travis, 2011; Robertson, 2009; Tolhurst, 2010; Whitmore, 2009).…”

Section: Coaching For Professional Growthmentioning

confidence: 99%

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

Boon

2021

IJMCE

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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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Section: Coaching For Professional Growthmentioning

confidence: 99%

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

Boon

2021

IJMCE

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Book sharing with young children: A study of book sharing in four Australian long day care centres

Adam

Barratt-Pugh

2020

Journal of Early Childhood Literacy

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Research has consistently established the positive impact of sharing books with young children. Evidence suggests several important factors when evaluating book sharing with young children, including the quality of educator practice = and the nature of groupings, as well as the frequency and duration of book sharing sessions and access to books. Other evidence suggests book sharing may be particularly important for children from low ses backgrounds attending early learning settings. This paper reports on a larger study which investigated the factors and relationships influencing the use of children’s literature to support principles of diversity in kindergarten rooms of long day care centres. A mixed methods approach was adopted and a convergent design was employed to synthesise the qualitative and quantitative data and interpret significant relationships and their meanings. The quality of educator practice was measured through the Systematic Assessment of Book Reading (SABR) and Children’s engagement in book sharing was assessed using the Children’s Orientation to Book Reading Rating Scale. Detailed analysis of 148 video recorded book sharing sessions produced statistical representations of the frequency and duration of book sharing across the contexts and the nature of involvement of the children in the study. Twenty four educators and 110 children from four long day care centres in Western Australia participated. Data were collected through semi-structured interviews, video-based observations, field notes, document analysis and a book audit. The results showed that while the children in this study had a range of book sharing experiences, few of these were frequent or of high quality. Of great concern is the finding that the children in this study most likely to be considered at risk of educational disadvantage were those with the least exposure to book sharing in general, and, even less so, to high quality book sharing, raising concerns about equitable outcomes for them.

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A Leadership Strategy: Coaching, A Singaporean Example

Cited by 2 publications

References 20 publications

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

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

Book sharing with young children: A study of book sharing in four Australian long day care centres

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