Leadership coaching is a process for principals who seek to become transformational leaders within their field. Leadership coaching involves high levels of reflective practices and additional tools for leaders to utilize to enhance their effective leadership practices. This study identified coaching models that are critical in guiding principals to become transformational leaders. The coaching models support the concept of helping effective leaders reach their next level with clarified thinking or meaningful action to achieve ongoing goals. The purpose of this study was to identify coaching models that are critical in guiding principals to become transformational leaders.
Methodology
This study was a qualitative phenomenography research
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To provide responses to the third research question principals were asked Questions one and two from the interview protocol. Interview question one was “In your mind, which of the coaching models do you perceive would be the most helpful in developing your leadership skills and why?” Interview question two was “What do you feel are the benefits of the model you selected? Five participants selected Coaching scenario 1, which was the transforming model. Participant 54 stated, “ coaching scenario number one was very goal oriented, the model was focused and it would track my progress. It would help me see where I need to go next and to set goals. It is during the school day and the coach is external so I could build trust with them.” Participate 52 selected coaching scenario 1 and stated, “coaching scenario one would help me think beyond the walls of my school, it would help me reach the vision and mission of the district by seeing the big picture and because it is an external coach I could feel safe in risk taking by implementing new ideas I also like the idea of an action plan in place and being held accountable for that plan.”
The benefits of coaching scenario 1, stated by the participants included an outside coach can give an unbiased perception of their abilities, it gives leaders time during the school day to plan and to be held accountable, it is very goal oriented and creates next
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Participant 60 shared “scenario three felt more hands on to me, both principals are doing walk throughs in classrooms, we are both coaching each other, I get to see another site and how they do things there and I feel that is so valuable”. Participant 59 stated, “coaching scenario three benefits each of us, we are collaborating together, problem-solving together, looking at real classrooms together and discussing real situations. It builds trust within the organization and is a win-win for leaders and for improving our leadership skills”.
The benefits of coaching scenario three, stated by participants included, having the chance to coach and to be coached, it is scheduled and it is very reflective. Participant 61 stated, “having the time to talk to someone who is in the exact trenches with me helps everyone discuss what is working, what our celebrations and concerns are on a daily basis’ is a benefit to both of
Being a volunteer can be a big commitment and just being “well-meaning” (Page 2) is not enough, there also needs to be support and genuine caring. When thinking about coaches we may only think of them as a coach and nothing else, thus letting many people overlook the possible stressors in their lives like family, workload, financial problems, and general stress. Students are at a point in time where endless knowledge is at their finger-tips as a result of the internet, and therefor the teacher or coach is not the “Gatekeeper and judicious disseminator of knowledge” (Chapter 12) as Carol Wilson said in “Performance Coaching: a complete guide to best practice coaching and training” this change creates a power dynamic shift where the coach may just be facilitating learning. Since the coach and their team are both able to access the same level of knowledge the coach could feel power hungry and their frustrations may be reflected in their methods of coaching. Carol Wilsons focused on the topic of being “Emotionally intelligent” and how it can “empower students, relieve tension, and reduce conflict” which can then Bring the focus back to what is most important, education. The one thing that the internet fails to show us is how to be naturally, emotionally intelligent and is better done by someone like a coach who can tailor their explanation to help their team fully understand. Stress can result in changes in our behaviour and can “range from aggression to social withdrawal” (Chapter 2) explained Doug Strcharczyck and Peter Clough the authors of “Developing Mental toughness: Coaching strategies to improve performance, resilience, and well-being,” which supports the idea that the stressors in a coaches life can result in aggressive coaching techniques. Amaechi
Reduced staffing levels can also play a part when arranging coaching. When you take an individual out of the normal working environment there is a gap to fill. If your place of work is currently short staffed it is not always easy to arrange cover and this can course a problem with output in the short term.
As I have asserted, coaching is far more than winning or losing. A coach is an essential cog in shaping qualities such as sportsmanship, competitiveness, self discipline, and work ethic. A quality coach can build a player up while a bad coach can tear them down. My goal as a coach was to always leave the player striving to be the best they could be. A good coach
In class, I learned about Kouzes and Posner’s five practices that relate to Transformational Leadership; they include modeling the way, inspiring
Watts, M., & Corrie, S. (2013, December). Growing the “I” and the “We” in transformational leadership: The lead, learn & grow model. The Coaching Psychologist, 9(2), 86-99. Retrieved from http://eds.a.ebscohost.com.proxy1.ncu.edu/eds/detail?vid=2&sid=8e554014-6a09-439b-ab3d-ea3490e3ca0e%40sessionmgr4003&hid=4211&bdata=JnNpdGU9ZWRzLWxpdmU%3d#db=s3h&AN=91837383
Classroom-type leadership consists of activities such as mentoring, coaching, and action learning. This classroom training helps us to be better leaders and gets us prepared for what’s ahead of us. Our development relationships have 2 forms its coaching and mentoring. Back then coaching involved lots of practice, setting goals from one-to-one and help the behaviors to some of our leaders. Mentoring is a relation to an older leader who is agreeing and supporting the development of a youn...
Transformational leadership involves connecting with players on a deeper level. This relationship spans beyond the field by creating a long term positive impact on each child’s life. In order to bring about the best in your players, a transformational leader must create a culture of excellence. Taking place both on and off the playing field, this culture requires constructive and beneficial coaching, disciplined communication, and effective modeling. Furthermore, the reflection process requires that the leader be connected with their past experiences before they are expressed outwardly. A link to your past can positively affect how you equip your athletes for the future. The ultimate reward for a transformational leader is to empower players in the conquest of lifelong learning by earnestly investing your time and energy.
Coaching, however challenging, is a great way to influence the lives of others while also building their character. For as long as there have been sports, there have been people teaching the sport to the players and making them better at it. Coaches must have certain qualities in order to obtain success. One must also look at a coach’s motivation for his job, his passion for what he does, his methods for coaching, and how he became a coach in order to fully understand him. There are many questions someone may want to ask a coach about his profession if they are interested in coaching.
“A coach is someone who is equipped to aid individuals or groups and organisations to maximise their performance in pursuit of their desired goals.” (Dexter et al, (2011) p.4)
Flaherty, J. (2011). Coaching: Evoking excellence in others (3rd ed.). New York, NY: Taylor & Francis.
Coaching via Coaches help all sorts of people move forward in life as they specialize in meeting the needs of a wide variety of people with their own unique challenges and opportunities. Coaching makes a lasting impact on people’s lives because the coaching relationship developed between the Coach and the Client leads to constant growth and change in the Client. Coaching relationships brings to light what the person being coached already knows, but may not know they know, and then helping the person to make decisions and take action so they can move forward to accomplish a dream or goal they want to achieve. The continuing evolvement of leadership requires coaching.
I wanted to start telling the story of our experience by sharing the feelings I brought into this exercise. A few years ago I underwent an experience of coaching through several sessions that left me this taste in the mouth that the coaching as a tool to develop others is not very effective. I have not taken the time to deeply analyze what went wrong but in general if I had to choose to do it again I think I would choose another methodology to foster change. Its objective in general is to assist in building behavioral skills, but in my opinion to really look for a long lasting change you need to give a deeper understanding to the lack of a certain skills, strongly reflect on the variables linked to it as could be the emotions, values and motivations that conduce you towards a behavior different that that one desired. Personally, I enjoy seeking information that allows me to jump beyond the facts, and staying on the behavioral side of the reality limits my passion for inspiration and insight.
The author has initially likened the term coaching to a sports team. In this context, the coach attempts to inspire the team to win games. Sport coaches help players realize their potential and motivate them to perform through discipline and teaching them relevant skills, techniques, and tactics. This is usually achieved through mutual communication and the fostering of meaningful relationships with the team members.
Our future depends on those who we nurture and those who look up to us. They discover, learn, and engage with hundreds of objects and people every day, shaping their personalities, intelligence, and the way they treat others. Without adults to help guide them through their first steps, their future may be a reflection of the lack of care that they received when they were younger. In order for our society to flourish, we must look to those younger than us to continue our success. Child care is the foundation for newborn infants, and it can be defined very simply as the care of children at a young age, usually from birth to around the age of six.
The word coach in a dictionary means a process that enables learning and development to occur and thus performance to improve. This means, being successful requires a knowledge and understanding of the process as well as the variety of styles, skills, and techniques that are appropriate to the context in which the coaching takes place. Next is mentoring, which means off-line help by one person to another in making significant transitions in knowledge, work or thinking. Both are very efficient whenever you’re dealing with student-athletes. However, mentoring, particularly in its traditional sense, enables an individual to follow in the path of an older and wiser colleague who can pass on knowledge, experience and open doors to otherwise out-of-reach opportunities. Coaching, on the other hand, is not generally performed on the basis that the coach has direct experience of their client’s formal occupational role unless the coaching is specific and skills focused. Given that shows there are professionals offering their services under the name of mentoring who have no direct experience of their clients’ roles and others offering services under the name of coaching who do. In other words, it is essential to determine what needs are productive, and to ensure that the coach or mentor can supply their student-athletes with the level of service that is required; whatever that service is