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

Nieuwerburgh, Christian van; Barr, Margaret J.; Munro, Calum; Noon, Hazizan Md.; Arifin, Daniel

doi:10.1108/ijmce-11-2019-0107

Cited by 12 publications

(15 citation statements)

References 33 publications

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“…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.…”

Section: Ethical Coaching and Mentoring In Educationsupporting

confidence: 73%

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

Hobson

Nieuwerburgh

2022

IJMCE

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PurposeThe purpose of this paper is to present a review of the evidence base on coaching and mentoring in education, to provide a commentary on literature published in the first 10 volumes of the International Journal of Mentoring and Coaching in Education (IJMCE) in particular and to offer some directions for future research in the field.Design/methodology/approachThis review and position paper draws on the authors’ knowledge of the extant literature on coaching and mentoring in education, their own research in the field and their perspectives as editors of coaching and mentoring journals.FindingsAmong the outcomes of their review and commentary, the authors observe that coaching and mentoring research conducted to date largely occupies two separate fields, and studies published in one field frequently fail to draw on relevant literature from the other or recognise the overlap between them. The authors highlight a number of additional limitations of the evidence base on coaching and mentoring in education and offer some potential means of addressing these.Originality/valueThe paper offers an original reflection on current research into coaching and mentoring in education. It is intended that the paper will inform the design and publication of future studies in this area to strengthen the evidence base and, in turn, inform improvements to coaching and mentoring practice. In particular, the authors hope to encourage the ethical deployment of coaching and mentoring which enhances, rather than inhibits, the well-being of all participants, while realising other positive outcomes.

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Section: Ethical Coaching and Mentoring In Educationsupporting

confidence: 73%

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

Hobson

Nieuwerburgh

2022

IJMCE

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“…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.…”

Section: Discussionsupporting

confidence: 84%

“…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.…”

Section: Coaching For Leaders In Singapore Schoolsmentioning

confidence: 99%

“…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.…”

Section: Coaching Experiencementioning

confidence: 99%

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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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“…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.…”

Section: High-performing School Leadersmentioning

confidence: 99%

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

Kasim

2021

Leadersh Educ Personal Interdiscip J

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The fifth shift of the Malaysian Education Blueprint (MEB) 2013–2015, stated that the ministry will ensure high-performing school leaders are placed in every school. But the main challenge for the Malaysian school leader is to improve and achieve the key performance indicators of high-performing schools. This study supports the aspirations of MEB 2013–2015 by identifying the best practices of leadership to achieve outstanding student performance as well as to maintain the high-performance of schools. Therefore, this study examines the influence of entrepreneurial leadership, sustainability leadership and empowerment towards high-performing school leaders in primary schools of East Coast Malaysia. The instrument used is a questionnaire adopted from several questionnaires developed by previous researches on entrepreneurial leadership, sustainable leadership, empowerment and high-performing school leaders. A total of 486 questionnaires were distributed to the respondents of 15 high-performing primary schools in Kelantan, Terengganu and Pahang using the random sampling technique. With a 58 percent return rate, the data were analyzed using SPSS version 24 and SmartPLS version 3.28 for descriptive analysis, measurement model and structural model. The findings show that variables such as entrepreneurial leadership exerted a significant influence on high-performing school leaders and sustainability leadership also exerted a significant influence on empowerment. In addition, the results of this study support the contributions of the study that have been proposed. The findings of this study will contribute to future research, particularly to researchers aiming to examine this leadership style in depth on school performance in Malaysia.

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

Cited by 12 publications

References 33 publications

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

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

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

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

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