Enhancing instructional leadership through collaborative coaching: a multi-case study

Abstract

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.

Peer Coaching as an Innovative Approach to Accelerate Development for Helwan Intern Nurse

“…Also, the results of the present study was inconsistence with (Deborah 2016; Clive 2018) who asserted that coaching skills include effectively ask probing questions that get coachee communicating and sharing truth, challenges, and fears that may be inhibiting them from succeeding and giving supportive and constructive feedback [6,7]. This was supported by (Deborah 2016; Gary, Tom & Sara 2016) who stated that coach should be energetic, optimistic, prepared, willing to commit time [7,8]. This is on the same line with (Baxter & Cynthia 2013; Hawkins 2014; Lawley & Linder 2016) who found that coach is able to accommodate different personalities and learning styles; accepts constructive criticism and doesn't take it personally [10,11,29].…”

“…Peer coaching is a confidential process through coach and coachee share their expertise and provide one another with feedback, support and assistance for the purpose of enhancing learning by refining present skills, learning new skills, and/or solving classroom/clinical area-related problems [8,16,28]. Regarding coaching skills and characteristics of good coach, the results of the present study revealed that all of the study sample was not aware of the required skills and characteristics of good coach.…”

“…Coaches are able to question their coachees in ways that enable them to critically reflect on whatever issue they are discussing. This was agreed by (Gary , Tom , Sara 2016; Andy, Merryck and Co. 2017) who found that trust, reflection and good communication skills, which include being able to provide non-evaluative feedback, have all been identified as significant components required for successful peer coaching partnerships [8,20].…”

“…Recent research indicates that with peer coaching, implementation rates rise 85% -90% . The ultimate goal of peer coaching is to institutionalize reflective practice and continuous improvement among staff/ students as part of collaborative, collegial learning environments for the purpose of improving student' achievement [8,13,20]. Peer Coaching was originally developed as a cost-effective way to provide quality coaching to mid-level, high potential and emerging leaders.…”

“…Coaching uses a process of inquiry and personal discovery to build the client's level of awareness and responsibility and provides the client with structure, support and feedback. The coaching process helps clients both define and achieve professional and personal goals faster and with more ease than would be possible otherwise [7,8].…”