Perceptions and outcomes of a managerial coaching certificate program: Educational leaders vs. business leaders

Abstract

Educational leaders face unprecedented changes in developing new strategies and processes that improve teacher effectiveness, student performance, and administrators' professional development.Coaching is a way to improve and increase performance. Educators are in a position to take advantage of coaching as used by business leaders all over the world. This study examined the effectiveness of a coaching model designed for managers in a college of business. The study included both educational (n ‫؍‬ 5) and business leaders (n ‫؍‬ 30). It examined their perceptions and outcomes of their participation. The results strongly support the efficacy of this coaching model.

Burns, Senge, and the Study of Leadership

“…References to other elements of Senge's writings include the use of knowledge (Bartol & Srivastava, 2002;Kaufman, 2009;Rai & Prakash, 2012) and a miscellany of brief notices (Ament, 2007;Chandler, Roebuck, Swan, & Brock, 2011;Gambrell, 2016;Gilley, McMillan, & Gilley, 2009;Parry & Hansen, 2007;Ruwhiu & Elkin, 2016;Wondra, 2009).…”

Executive Coaching as a Model of Professional Development for School Superintendents

“…The important commonality of these responses was the connection from the coaching experienced through ISAL back to the superintendents' districts. This bridge between ISAL coaching and other district administrators enhances the leadership capacity that ultimately increases student achievement (Haslma & Turnbull, 2011;Chandler, Roebuck, Swan, & Brock, 2011 Limitations of the coaching model were identified by superintendents through: (a) the issue of face-to-face sessions vs. telephone sessions; (b) resisting the urge to mentor, instead of coach; (c) lack of understanding of the coaching model; and (d) demands on time (Chandler, et al, 2011).…”

“…The important commonality of these responses is the connection from the coaching experienced through ISAL back to the superintendents' districts. This bridge between ISAL coaching and other district administrators enhances the leadership capacity that ultimately increases student achievement (Haslma & Turnbull, 2011;Chandler, Roebuck, Swan, & Brock, 2011).…”