Coaching a way to develop the teachers internal commitment

Diamantopoulou, Eirini

Coaching a way to develop the teachers internal commitment

by Eirini Diamantopoulou (Author)

Didactics - Common Didactics, Educational Objectives, Methods

53115

Summary

The purpose of this study is to identify and elucidate the influence of coaching in teachers’ attitude and performance as perceived by inexperienced in coaching practice nursery school. The question that guided this study is ‘What is the impact of coaching in a Greek nursery school?’ This study focuses on three research questions: • How do teachers evaluate the coaching experience? • What are the benefits and the implementing of coaching? • If and how teachers’ interaction with coaching changes their attitude? The author’s research was influenced by her first degree in early childhood education, and her own professional background. One head teacher and five teachers provided the study evidence. The qualitative approach was used to collect and analyse the data. This research has been a follow-up to a descriptive, exploratory qualitative case study. The findings were based on several different research tools such as semi-structured interviews, reflective journals, criteria sheets, coaching sheets, and SWOT sheets. The examination of the data highlights 5 key issues: the leadership effects in the working environment and teachers’ performance; the coaching understanding concerns the degree in which respondents clarify the different aspects of coaching; the next category, on coaching difficulties, includes the perceived reasons for which coaching was ineffective; the coaching benefits introduces the positive contributions of the coaching process; and the final key point is the coaching influence in the teachers’ attitude. The findings support that coaching influences the participants’ attitude to a limited but significant degree.

Excerpt

ACKNOWLEDGMENTS

This dissertation process has been incredible journey for me and has been led

by my supervisor, Dr Deboratha Jones. Dr Jones, my heartfelt thanks goes to

you for sharing your expertise, your guidance and unwavering support for

my ideas.

To Eleni Soumpasi, your constant presence and friendship helped sustain me

throughout not only this dissertation process but also this MA degree. Thank

you for all that you did to help made this dream possible.

To my sister Matina, thank you for been always there for me and helping

make true my dreams.

To my new friends, Hye Sook, Eftychia, Christos, Arched, Lela, Nikki, Wido,

Arif, Marianna, thank you for always lifting my spirits and leading me in joy.

To my friends from Greece Georgia, Ioanna, Athina, Matina, Athina, Eleni,

Voula, thank you for your support and enthusiasm to my adventure.

To Popy and Mr Dimitri Mihalopoulos, thank you for your unshakable

confidence in me as you helped me navigate through the MA journey.

To Mrs Mparmpagianni, thank you for all your help.

To my study participants and colleagues, thank you for your generous gift of

your time.

To my family, thank you for your support and love.

CHAPTER ONE: INTRODUCTION

Introduction to the chapter

This study investigates the acceptability of coaching as a leadership approach

in a Greek Nursery school. Firstly, the aim of the research is to identify the

effect of coaching on teachers' performance. The focus then shifts to an

analysis of the impact of coaching on teachers' professional goals and

personal belief. The hypothesis of the research is that coaching as an intuitive

leadership approach is capable of replacing the current management model in

Greek nursery schools. This chapter defines the current terminology and use

of coaching; it summarizes the history of coaching and its purpose in the

educational field. Moreover, it critically describes my personal motivation to

undertake this research and outlines the Greek government legislation and

policy. Finally, it addresses the research questions. The chapter concludes

with the structure of the study.

Definition of coaching

During the last decade researchers have provided numerous definitions about

coaching and its purposes. Despite these different points of view, most

definitions include: relationship, process, one-to-one learning, setting goals,

taking action and enhancing experience and/or performance. The parameters

of the study are determined by the definitions of International Coach

Federation (ICF 2003, [on line]) for coaching: `Coaching is an interactive

process that helps individuals and organizations to develop more rapidly and

produce more satisfying results'.

In addition, coaching may be considered from various perspectives. Is

coaching explicit or implicit, formal or informal? Accordingly, coaching can

represent a style: `Coaching is a management behavior that lies at the opposite

end of the spectrum to command and control' (Whitmore 2007, p. 2); or it can

be used as a tool: `Coaching is an enabling process to increase performance,

development and fulfillment' (Alexander & Renshaw, 2005, p. 11).The various

definitions and perspectives of coaching will be explored in greater detail in

the next chapter.

Why coaching now?

Coaching as a development tool has seen explosive growth in recent years for

both organizations and the general public. `Coaching seems to be everywhere

at the moment. Not only is it gaining a higher profile at national policy level,

its use growing in professional and school development' (Creasy and

Paterson, 2005, p.4). Business and organizations face many new challenges in

today's world. Organizations including educational establishments have to

achieve more success, in a shorter time, with fewer resources, greater

competition, and constant uncertainty in a global market place. Coaching

seems to offer a winwin solution for all by advancing a new leadership and

management style. Based on coaching experience individuals and

organizations have the chance to highlight the criteria of success within the

professional and personal environment (Alexander & Renshaw, 2005). In its

comprehensive report, Coaching and buying coaching services, The Chartered

Institute of Personnel and Development points out the extensive use of

coaching in organizations in the last few years Jarvis (2004). Four-fifths of

respondents now use coaching in their organisations because it promotes

competitiveness as well as helping people attain their potential. There a

variety of reasons for this. Lifelong learning, improving the decision-making

of senior employees, employee demand for different types of training,

support for other learning and development activities are only some reasons

for this increase. As a result, people should be able to be committed in order

to meet these challenges effectively (Holden, 2005).

The history of coaching

The history of coaching can be traced back to psychology and management

literacy (Grant, 2002). Traditionally, the term was associated with sports

coaching and with academia, e.g. maths coaching. There is a powerful link

between organizational consulting and coaching (Flaherty, 1999; Garmen et

al., 1999; Hudson, 1999; Kilburg, 1996; Zeus et al., 2002).Tobias (1996) argues

that coaching started developing in the workplace in the late `80 as an effort to

solve behavioral problems without using counseling practices. Because of its

historical background, the purpose of coaching is misunderstood. However,

coaching should not be confused with counseling, training, mentoring,

therapy or performance appraisal even though it often uses some of those

professional practices.

Coaching in an educational context

The research wants to investigate the impact of coaching in a Nursery School

in Greece. The literature identifies four emerging themes: coaching as

leadership style or tool; the benefits and the difficulties of coaching

experience; the role of the coach and how you can establish a long-term

coaching strategy. Coaching as a leadership style gathers momentum (Creasy

and Paterson, 2005). It is essential to clarify what coaching is and how it can

be used at schools. Despite the extent of literature, there is no common

definition for coaching. A number of groups have tried to draw a shared

definition for the process. Stern (2004) notes that `Executive coaching is an

experimental, individualized, leadership development process that builds a

leader's capability to achieve short and long-term organizational goals.' (p.19).

Downey's (2003) alternative approach suggests that `Coaching is the art of

facilitating the performance, learning and development of another'. (p. 21).

Common threads that run through all school leaders definitions include: non-

directive, non-judgmental and client-centered.

To apply coaching to an educational organization first we need to take

account of the schools' background and conditions before coaching can be

take place (Suggett, 2006). The coaching can be included in the schools'

program on a regular basis or it can be an informal process in order to

respond to a particular situation. The impact of coaching on schools depends

on the level of investment in the process. At this point we must realize that

introducing coaching into the school will represent a substantial investment

of time and money. Coaching is a long-term strategy which needs time to be

embedded and make a difference. It also changes the way teachers see

leadership not only as a manager's task but also as a process of developing

the staff. Coaching is one process that accomplishes both. Coaching develops

individual's and schools' capacity to set better goals, takes more action, makes

better decisions, and achieves a better quality results. According to Suggett

(2006), it is too early to understand the potential effect of coaching in schools.

However, some clear findings suggest that coaching affects staff and pupils

positively and enhances the social/emotional school environment. It can be

used as a leadership method or structure whole-school process.

My personal motivation

This study was influenced by my first degree in early childhood education,

and my own professional background. Having spent 10 years working in

education, I have witnessed many new initiatives and government policy

directives. Much of my time in education has been in nursery schools. It was

this work that prompted my study as it seemed to me there was a lack of

understanding among employers and Nursery School practitioners as to how

teachers could be more responsive and demand-led. It is my belief that

coaching practice has more prospects to motivate Greek teacher. A report

presenting portraits of three San Francisco Bay Area schools suggests that

coaching strategy promotes professional development, increases teachers'

willingness and ability to collaborate, and increases levels and quality of

implementation of new instructional strategies (Symonds, 2003). As a result,

my research intends to examine the influence of coaching in a Greek nursery.

It also explores the coaching process from the perspective of educators so that

factors leading to successful outcomes can be described.

Government legislation and the policy in Greece

Education in Greece is compulsory for all children between the ages of 6 and

15. However, the school-life of the students can start from the age of two-and-

a-half years (pre-school) in private and public nursery schools. Pre-school

education in Greece is free and non-compulsory. The Greek education system

is highly centralized. The Ministry of Education has the overall responsible of

national education. Nevertheless, Greek nursery schools are organized

differently. The nursery schools of each area come managerially under the

Board of Directors of each Municipality. The general and specific goals, the

curriculum and policies are conceived, formulated and issued by the

Pedagogical Institute and the Ministry of Internal Affairs. The extent of

coaching in Greece is limited to the business world while nursery schools use

more traditional methods of leadership and management

One ambition of this research is to present the results to the Board of Directors

of the Municipal Child Centre of the Municipality of Aigaleo, which is

responsible for all Nursery Schools in the Aigaleo area. The above

organisation is my current employer and supports my decision to continue

my postgraduate studies not only morally but also financially. The board of

the organization intends to establish an educational organization in order to

reorganize and shape a long-term strategy for the improvement of the nursery

schools in the area. As a result, they are very interested in the findings of my

research to influence their leadership strategy. Is my belief that coaching is the

most suitable leadership style and that it will be readily accepted by the

majority of teachers. It can influence the teachers' performance; reorganize a

structured, whole school process, and shape an effective long-term strategy.

With my research I hope to justify the positive impact of coaching in Greek

teachers' performance and additionally, to convince them of my beliefs in it.

Aims of the study

The overall aim of this research is to introduce coaching in a Greek nursery

school in order to study the teachers' reaction to the coaching approach.

Coaching is a relatively new but widely implemented strategy within Greece.

However, there is little evidence regarding teachers' views of its impact-

hence I aim to see how teachers evaluate the coaching experience. These

factors framed the research process and helped to identify the study focus on

three research questions:

· How do teachers evaluate the coaching experience?

· What are the benefits and the implementing of coaching?

· If and how teachers' interaction with coaching changes their attitude?

The purpose of the first research question is to demonstrate the participants'

in-depth beliefs about the effectiveness of coaching and if it can be applied in

Greek nursery Schools. The goal of this question is to clarify teachers'

understanding of the features of coaching, which is their opinion about the

benefits of it and the difficulties of implementing it; and if and how their

point of view differs from the opinion of British teachers. The third question

wants to identify to which degree the coaching affects teachers' professional

and personal life and how willing they are to introduce coaching in their

nursery school. As a result, the long-range aim of the paper is to convince the

participants and the administration of the benefits and effectiveness of

coaching so it can be applied to schools' management.

Structure of the study

Chapter 2 of my study is a literature review which critically describes the

current research in the field. Chapter 3 is an explanation of the research

methodology and data of the study. The paper in chapter 4 analyses the data

evidences. The next chapter critically analyses the data collection. Chapter 6

presents a discussion and their significance. The final chapter concludes the

study with recommendations on further research.

CHAPTER TWO: LITERATURE REVIEW

Introduction to the chapter

Coaching is now among the most widely used executive development

techniques. Skiffington & Zeus suggest that `Behavioural coaching can be

defined as the science and art of facilitating the performance, learning and

development of the individual or team, which in turn assists the growth of the

organisation' (2003). Thus coaching as a structured process involves

assessment, examining values and motivation, setting measurable goals,

defining focused action plans. This chapter will explore and critically analyse

the recent literature in an effort to explore the various definitions and

perceptions of coaching. For this purpose the paper will discuss 5 themes:

leadership as coaching is an important aspect of leadership and because we

need to clarify the context in which leadership functions in order to

understand teachers attitude (Smylie, 1995); the history of coaching so

understand how the coaching is not a new concept; what is coaching will help

to be clarified the different approaches and common threads about coaching;

aspects of coaching will present the different parts in a coaching process; and

coaching in an educational context will light the role of coaching in an

educational organization. I decide these topics because they can help me to

answer better my research questions.

Leadership

There are various types of leadership such as instructional leadership,

transformational leadership, constructivist leadership, servant leadership,

cultural leadership, and primal leadership (Goleman, Boyatzis & McKee,

2002). Despite the common conception that successful leadership is based on

the application of leadership practices, the educational leadership literature

highlights leaders' values, beliefs, skills and knowledge as the main factors

that influence leaders' effectiveness.

Aspects about leadership

There are different approaches to leadership. Goffee, & Jones (2006) state that

leadership is about results and meaningful performance. Leithwood, et al,

(2006) argue that leadership is about direction and influence. Studies suggest

that the performance of the individuals under leadership influence the raising

of organizational standards. As a result, there is a direct interaction between

leadership behavior and individuals' performance. The values, ethos and

vision of organizations promote staff commitment. The environment and the

`climate' that a leader shapes affect staffs' performance and are the key to

continuous improvement. Additionally, leaders offer strong motivation,

positive attitudes and behaviors development. Mutual respect, collaboration

and consolation are essential elements to reach a goal (Crane, 2005).

Distinction between educational leadership and management

`There is no single all-embracing theory of educational management' (Bush,

2002, p.16). Although, there has been a plethora of empirical research,

criticisms have been leveled about what represents and what is meant by

leadership and managerial effectiveness (Conger, 1998). Management is the

activity concerning the `internal operation of educational institutions', the

relationships of the institutions with their environment and setting, and with

the `governing bodies to which they are formally responsible' (Glatter, 1979,

p.16). It has been suggested (Law & Glover, 2000) that managers need to be

good at everything while leaders not as management is considered as

something that fills in the gaps. Levicki (2001, p. 145) says that `management

brings order and consistency to key dimensions of an organization.

Leadership, in contrast, is about coping with change'. Bell (1999) argues that

the dichotomy between leadership and management is false because both

activities are linked in all educational organizations. The failure or success of

the first can lead to the failure or success of the second.

In the last two decades organizations have increasingly wanted to adopt a

new leadership model based on empowerment instead of more traditional

address format. Empowerment, as a means of motivating employees'

performance, is gaining more and more attention (Beattie, 2002). It is

suggested that empowered individuals are the key to higher levels of

performance and that individuals can make better job-related decisions

(Bluestone, & Bluestone, 1992). Accordingly, coaching is considered as being

at the heart of the new leadership style and the idea of leaders and managers

develop coaching skills has gained great currency in the literature (Ellinger,

2003). Moreover it is `...a call for fundamental transformation of management

style and culture' (Whitmore, 2007, p.5) helping individuals improve their

performance (Simmons, 2002). Other definitions from research and from

leadership and management literature will be represented below with more

details. Several authors support the notion of leaders serving as coaches

(Antonioni, 2000; Kraines, 2001).

Conclusion

To sum up the literature review highlights the interaction between leadership

behavior and individuals' performance. Features such as values, ethos and

vision of organizations influence staff commitment and leadership

effectiveness.

The history of coaching

Coaching is not a new concept that has suddenly been invented. Coaching in

some form or another has been around for as long as the human race itself. It

has always been a vital element of life for people everywhere. Right from the

earliest days, parents and educators have to offered support and

encouragement to the young. Grant (2002) remarks that research in coaching

is the result of the convergence of several developmental strands with roots

that can be traced back to 1958.

The coaching psychological background

Many psychological theorist and practitioners from the early 1900s such as

William James, Carl Jung and Alfred Adler influenced the development of

coaching and created a link between psychotherapy and a solution oriented

method of assisting client. In 1951, Carl Rogers highlighted the shift of

counseling and therapy to a new perspective, coaching in which the client

was able to change and grow. Abraham Maslow, the father of behavioral

theory, advacated the importance of needs and motivations in people's

personal growth, self-actualization and creativity. Coaching is based on this

perspective (Williams, 2006).

From sports to business field

According to Harris (1999) the recent history of coaching can be separated

into 3 periods: early stage (1950-1979), where coaching was introduced into

the management literacy as a management skill and psychological practice

(Zeus & Skiffington, 2002); the middle period (1980-1994) when coaching

become a part of the business literature, largely as an outgrowth of exploring

ways to expand managed care; and recent times (1995-present) which are

marked by a dramatic increase in the number of publications and professional

coaching organizations.

A more sophisticated form of coaching can be seen in the sports and

performance arena. A former tennis champion named Timothy Gallway,

(1986) introduce a unique and radical method to help athletes train. Until then,

coaches either gave orders or suggestions to help people learn to play sports.

Instead, Gallway's approach focuses on the instinctive ability of people to

learn through their own experience on the court. He saw coaching as a means

of helping athletes to increase their performance and develop their sense of

awareness of how they played. Following the paradigm of sports, managers

and leaders saw that the new idea could be applied in the business field as

well. It become clear that the coaching concept could assist business people in

taking better control of their jobs and careers and to achieve more.

Coaching today

The global growth of coaching as an established skill-set and approach for

leaders in business and non-profit organizations is now well documented. In

2003, the Harvard Business School published a study which marked a

worldwide coaching market exceeding 1 billion dollars annually. According

to this study, this market is expected to double in the next two to three years.

A report conducted by The International Coaching Federation highlight a

membership roster of over 7,000 in 2004. In addition, the Chartered Institute

of Personnel and Development (CIPD, 2005) reports that 88% of organizations

now use some type of coaching, with 74% stating that their use of coaching

has increased over the last 12 months.

Conclusion

Coaching has a long history in psychology and management literacy field.

Although the term was associated traditionally with sports coaching and with

academia, today it concerns an effective management tool or leadership

aspect for a plethora of organizations.

What is coaching?

Definitions about coaching

Over the years, there have been a number of different coaching definitions

used, which includes the following: The state of Gallwey (1986) that coaching

unlocks a person's potential by overcoming mental obstacles. Moreover, it

maximizes individual's own performance, and helps them to learn rather that

teaching them. Downey (1999) further develops this idea by suggesting that

coaching is `The art of facilitating the performance, learning and development

of another'. Hall et al, (1999) have attempted to be more inclusive of the

complex coaching world defining coaching as follows:

Meant to be a practical, goal-focused form of personal, one-on-one learning for

busy executives and may by used to improve performance or executive behavior,

enhance a career or prevent derailment, and work through organizational issues

or change initiatives. Essentially, coaches provide executives with feedback they

would normally never get about personal, performance, career and

organizational issues (p. 41).

Hall, has focused on coach as detached outsider. His definition provides the

performance improvement and effective assessment as key values of a coach.

The Continuing the focus on improving performance, Grant, has proposed the

following definition: `A collaborative, solution-focused, results-orientated and

systematic process in which the coach facilitates the enhancement of work

performance, life experience, self-directed learning and personal growth of

the coachee' (2003, 2).

A more recent perspective highlights the role of coach as a collaborative

partner who works with the client in order to help them reach goals, solve

problems, learn and develop (Caplan, 2003). Moreover, it is suggested that

coaching improves the quality and balance of life as people seek a different

approach for achieve their life's desires (Whitworth et al., 1998).

A number of authors have tried to establish a further clarification by

illustrating what coaching is not about. Creasy & Paterson, (2005, p.17) argue

that the purpose of coaching in not `giving answers or advise; making

judgments; offering counseling; creating dependency; imposing agendas or

initiatives; confirming long-held prejudices'. In addition, Bloom & Castagna et

al., (2005) outline four key points that distinguish coaching from mentoring,

training, supervision or therapy. However, they agree that successful coaches

use mentoring or training skills and strategies so as to be more effective.

Debates and different approaches about coaching

The plethora of publications over the last 15 years has attempted to shape the

theoretical model of coaching and bring some common understanding to the

field. Despite the good intentions, there is no unified theory or model to guide

the training or practice of the participants.

Giving emphasis to an instructional approach, Parsloe (1995, p.18) proposes

that coaching is `directly concerned with the immediate improvement of

performance and development of skills by a form of tutoring or instruction'.

Also highlighting training, Druckman and Bjork (1991, p.61) propose that

`coaching consists of observing students and offering hints, feedback,

reminders, new tasks, or redirecting a student's attention to a salient feature-

all with the goal of making the student's performance approximate the

experts performance as closely as possible'. In contrast, Hudson (1999, p.6)

focuses on communicating through tutoring or instruction, proposing that

a coach is a person who facilitates experiential learning that results in future-

oriented abilities... (a coach) refers to a person who is a trusted role model,

adviser, wise person, friend, mensch, steward or guide -a person who works

with emerging human and organisational forces to tap new energy and purpose,

to shape new vision and plan and to generate desired results. A coach is someone

trained and devoted to guiding others into increased competence, commitment

and confidence.

Focusing to facilitating instead of instruction, Hudson describes the process of

coaching as an occurring when a coach promotes client see potentials instead

of threats. However, Hudson's (1999) definition confuses coaching with a

plethora of other roles. Kilburg's (2000) central point in his coaching is

defined as

a helping relationship formed between a client who has managerial authority and

responsibility in an organisation and a consultant who uses a wide variety of

behavioural techniques and methods to assist the client to achieve a mutual

identified set of goals to improve his or her professional performance and

personal satisfaction and consequently to improve the effectiveness of the client's

organisation within a formally defined coaching agreement

(p.65).

Kilburg's (2000) description for executive coaching precludes personal and

life coaching along with work place coaching with non-executive staff.

Coaching is also viewed either as a leadership style or as a management tool.

Authors such as Whitmore, 2005 and Sugget, 2006

emphasise the essential

value of coaching as a means of developing individuals' true potential and

they insist that coaching is a type of management behaviour.

Although, the above approaches manage to shed light on different coaching

perspectives, they fail to agree on a common definition. Moreover, Parsloe

(1995) and Druckman and Bjork (1991), by focusing on the instructional

features of coaching, exclude the facilitation of self-directed learning.

Conclusion

Despite the differences, all the definitions include some common threads and

of a common agreed-upon language such as: process, setting goals,

relationship, and learning, taking action and increasing experiences and/or

performance (Stober & Grant, 2006). In addition, many authors emphasise

that the key strategies in effective coaching are emphatic listening and

questioning as both these skills eventually lead to action been taken

(Whitmore, 2005;

Creasy & Paterson, 2006). Moreover, Suggett (2006)

highlights that coaching is non-directive; non-judgmental and client-centred.

Another common point among authors is the belief that coaching builds

awareness and responsibility (Whitmore, 2005;

Bloom & Castagna et al., 2005).

Aspects of coaching

The role of the coach

The professional backgrounds of people who coach vary from drama to

psychology and from sports to education. Recent findings suggest that the

majority of professional coaches come from the great pool of business and

social sciences, while only about 15% of the respondents reported education

as their previous occupation (Zackon & Grant, 2004). In addition, studies

highlight the significance of professionalism to coaches. Career experiences,

life experiences, and mentoring by other coaches are considered as highly

important elements for coaches' development and success (Gale et al., 2002).

Accordingly, the factors that influence a client's opinion when choosing a

coach are the relevance of her/his previous career area to their coaching

practice and their professional background. As a result, the average length of

work experience of professional coaches is 24 years (Judge & Crowell, 1997).

According to Zackon & Grant (2004) coaching includes career coaching,

personal/life coaching, small business coaching, corporate executive coaching,

and non-profit organizational coaching. Other authors have added more

types or terms of coaching such as feedback, targeted, in depth development,

intensive, content, legacy, performance, relationship and team (Peterson, 1996;

Thach & Heinselman, 1999). As each subcategory demand different coaching

practices and strategies, some people question the effectiveness of coaching in

general applied to so many different areas.

Another perspective of coaching concerns business development. Small

business coaches focus on customer relationships and marketing of products,

while organizational/executive coaches report leadership development and

team building (Zackon & Grant, 2004). Executive coaching promotes a new

learning-based model, proposes less hierarchical forms of leadership and

develops coaching skills within leaders (Flaherty, 1999; Morgan et al., 2004).

The Executive coach serves as a strategic partner to the executive and his/her

team. The Executive Coach's skills include business acumen and financial

management, leadership and organizational skills and analytic and

innovative thinking as an ability to inspire trust and commitment to action.

The role of coachee

Several studies have explored the coaching process from the coachee's aspect

so as to answer the question how and why the coach is selected. With regards

to the focus on the coaching engagement, Dunn's (2003) survey states that

clients expect to become more effective and experience a more satisfying

personal life, setting and succeeding professional goals. In his study,

participants validated four reasons for being coached: they developed a

behaviour that helped them to better handle their personal and professional

issues; they created awareness and responsibility; they promoted their

personal growth; and they saw their life from a positive perspective. Other

findings propose that clients hire coaches so as to change their personal

attitude, to improve leadership effectiveness, and to develop stronger bonds

and work-family integration (Wasylyshyn, 2003). More qualitative studies

emphasizing to the coachees were conducted by Hurd (2003) and Bush (2004).

Hurd's (2003) phenomenological aspect showed that clients engage in a

coaching process in order to gain feedback and make changes. Bush (2004)

also studied the phenomenon of being coached but from the perspective of

the executive. His results highlighted that:

Executive coaching is effective when a client, who is ready for coaching and

committed to the coaching process, works with a coach whose background,

experience, role(s), and personal qualities promote rapport with the client, and

they engage in a structured process that is focused on development, a process

Details

Pages
Type of Edition: Erstausgabe
Year: 2015
ISBN (eBook): 9783954898640
ISBN (Softcover): 9783954893645
File size: 617 KB
Language: English
Publication date: 2015 (February)
Keywords: coaching

Author

Eirini Diamantopoulou (Author)

Coaching a way to develop the teachers internal commitment

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Author

Eirini Diamantopoulou (Author)