ERG SES B 06, Parallel Session B 06
The purpose of this study is to find out teachers’ perceptions about school principals’ coaching skills. School principals are the leaders of their organizations. When a school principal applies coaching skills in school administration, both the students and the teachers will follow him or her. In a school where the principal is a good coach, the success will be an inevitable result.
The study is important as coaching has become a famous concept not only business world but also in administration. Examining prinicpal’s coaching skills from Turkish school perspective will enable us to make comparisons with school administration in European countries.
It is a common belief that the school success is generally depended on the principal effectiveness. To be able to increase instructional quality, school principals are required to use different leadership skills. Coaching skills are one of these skills that principals have to use in today's schools. Defining school principals’ coaching skills according to teachers’ perceptions will enable us to get an overall framework about how well schools are managed.
According to Fullan (2001:95) the roles of principals have changed greatly over the past decade. The responsibilities of principles have become dramatically more complex, overloaded and unclear. They should be engaged as initiators or facilitators of continuous improvements in their schools. It can be said that the principal is the starting point of change. The principals using coaching skills can facilitate learning and change in their organizations easily. Then what is coaching? Coaching is guiding people by challenging and supporting them in achieving their personal and organizational performance objectives (Crane 2002: 31). Coaching is developing a person’s skills and knowledge so that their job performance improves. It targets high performance and improvement at work. It usually lasts for a short period and focuses on skills and goals’. Coaching is an activity designed to improve performance, including effective communication, negotiating, problem solving and giving feedback (Jarvis et al, 2006; Whitmore, 2005:171; Parsloe, 1997: 5-6).
Arnold (2009: 16-17) states that a good leader is also a good coach. The characteristics of coaches include being a good listener, patient, consistent, influential, tolerant and inspiring. A coach:
- Motivates others,
- gives unconditional praise,
- has a vision and can communicate this vision,
- is able to delegate effectively,
- can manage expectations and disappointments,
- is encouraging and positive,
- makes people feel valued and supported.
Arnold, J. (2009) Coaching Skills for leaders in the workplace, how to develop, motivate and get the best from your staff. Oxford: How To Books Ltd. Crane, T. G. (2002). The heart of coaching. San Diego, CA: FTA Press. Fullan, M. (2001) The New Meaning Of Educational Change. Teachers College Publishing: New York. Jarvis, J., Lane, D.A. and Fillery-Travis, A. (2006) The Case for Coaching. London: CIPD. Parsloe, E. (1999) The manager as coach and mentor. London: CIPD House. Whitmore, J. (2005). Coaching for Performance, Growing People, Performance and Purpose, London: Nicholas Brealey Publishing.
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