Coaching: An Approach for Leadership Development in the Singapore Education System

Autor/in	Boon, Zoe Suan Loy
Titel	Coaching: An Approach for Leadership Development in the Singapore Education System
Quelle	In: International Journal of Mentoring and Coaching in Education, 11 (2022) 1, S.89-103 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Boon, Zoe Suan Loy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2046-6854
DOI	10.1108/IJMCE-09-2021-0089
Schlagwörter	Leadership Training; Instructional Leadership; Principals; Coaching (Performance); Administrator Attitudes; Interpersonal Relationship; Safety; Metacognition; Supervision; Foreign Countries; Faculty Development; Singapore + Suchen Sie Ihr Suchwort? Führungslehre; Instruction; Leadership; Bildung; Erziehung; Führung; Principal; Schulleiter; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Sicherheit; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Ausland; Singapur
Abstract	Purpose: This 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/approach: A qualitative inquiry approach was adopted, and four beginning principals and three principal-trainers were interviewed. An emergent coding method was deployed in data analysis. Findings: Beginning 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/implications: Coaching 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 implications: The 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/value: This 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01