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

Article

Van Nieuwerburgh, C., Barr, M., Munro, C., Noon, H. and Arifin, D. 2020. Experiences of aspiring school principals receiving coaching as part of a leadership development programme. International Journal of Mentoring and Coaching in Education. 9 (3), pp. 291-306. https://doi.org/10.1108/IJMCE-11-2019-0107
AuthorsVan Nieuwerburgh, C., Barr, M., Munro, C., Noon, H. and Arifin, D.
Abstract

Purpose

This paper adds depth to our understanding of how coaching works by exploring the experiences of 14 aspiring school principals who received one-to-one leadership coaching as part of a leadership development programme.

Design/methodology/approach

This study adopts a phenomenological approach. Individual semi-structured interviews were conducted with the participants. Thematic analysis was used to code the data and identify themes.

Findings

This paper reports on four themes based on the experiences of the participants: having time to reflect, feeling safe to explore, focussing on what's important for me and experiencing positive emotions.

Research limitations/implications

The findings are unique to the participants who volunteered to take part in this study and therefore not representative of a general population of aspiring educational leaders. Further research is needed into the possible benefits of coaching to support educators undergoing leadership training.

Practical implications

The findings raise a potential dilemma within the teaching profession about the use of educators' time; while they need to give time and attention to multiple stakeholders, they also need to protect time for their own development and self-reflection. Based on the reported experiences of the participants in this study, it is recommended that coaching be considered a component of professional development for educational leaders.

Originality/value

This paper adds to the growing research base for coaching in education, providing a unique insight into the experiences of aspiring school principals who received one-to-one leadership coaching as part of a leadership development programme.

JournalInternational Journal of Mentoring and Coaching in Education
Journal citation9 (3), pp. 291-306
ISSN2046-6854
Year2020
PublisherEmerald Publishing
Accepted author manuscript
License
File Access Level
Anyone
Digital Object Identifier (DOI)https://doi.org/10.1108/IJMCE-11-2019-0107
Publication dates
Online27 May 2020
Publication process dates
Accepted21 Apr 2020
Deposited18 Jun 2020
Copyright holder© 2020 Emerald Publishing Limited
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