𝐏𝐎𝐒𝐓 𝐓𝐇𝐈𝐑𝐓𝐘 𝐓𝐖𝐎 : 𝐄𝐥 𝐋𝐢𝐝𝐞𝐫 , (𝐢𝐢) 𝟐𝟕 𝐋𝐞𝐚𝐝𝐞𝐫𝐬𝐡𝐢𝐩 𝐒𝐭𝐲𝐥𝐞𝐬 : 𝟒. 𝐂𝐨𝐚𝐜𝐡𝐢𝐧𝐠 𝐋𝐞𝐚𝐝𝐞𝐫𝐬𝐡𝐢𝐩 𝐒𝐭𝐲𝐥𝐞

 Coaching Leadership Style

1. Introduction

The coaching leadership style is an approach that emphasizes developing individuals for the long-term by enhancing their personal and professional capabilities. Originating from both business and educational psychology, this leadership style is developmental, transformative, and relational, aligning closely with modern educational values such as growth mindset, mentorship, and self-directed learning (Goleman, 2000; Whitmore, 2017). In the context of educational leadership, coaching leaders serve not merely as administrators or supervisors but as facilitators of learning and growth among teachers, staff, and even students.

2. Theoretical Foundations

The coaching leadership style is fundamentally anchored in transformational leadership theory (Burns, 1978; Bass, 1985) and adult learning theory (Knowles, 1980). Transformational leaders aim to raise motivation and morality among followers, which resonates with coaching leaders' focus on inspiring individual potential and aligning personal goals with organizational vision.

Daniel Goleman (2000) introduced coaching as one of six emotional intelligence-based leadership styles in his influential Harvard Business Review article. According to Goleman, the coaching style is characterized by the phrase:

“Try this.”

The goal is to help individuals identify their strengths and weaknesses and tie them to career aspirations and personal goals.

3. Key Characteristics

Key traits of a coaching leadership style include:

  • Individualized Support and Development: Leaders focus on personalized development plans (Grant, 2014).

  • Active Listening and Questioning: Emphasis on inquiry over directive communication (Whitmore, 2017).

  • Feedback-Oriented: Frequent, constructive, and formative feedback to promote growth (Knight, 2016).

  • Trust and Relationship Building: A foundational reliance on trust and mutual respect (Crane, 2012).

  • Long-Term Vision: Attention to sustainable improvement rather than short-term fixes (Bloom, Castagna, Moir & Warren, 2005).

In schools, this means principals or heads of departments often work alongside teachers, collaboratively reflecting on practice and improving pedagogy (Robertson, 2008).

4. Applications in Educational Settings

In the realm of educational leadership, the coaching style is often deployed to:

  • Support teacher professional development

  • Improve instructional quality through peer coaching

  • Promote reflective practices

  • Foster distributed leadership (Harris, 2004)

According to Knight (2016), instructional coaching in schools can enhance teacher efficacy, increase student learning outcomes, and build a more collaborative school culture. This aligns with Fullan’s (2001) emphasis on the moral purpose of leadership—ensuring equity and excellence in student learning.

5. Benefits

  • Empowers Educators: Coaching leadership builds self-efficacy among teachers (Bandura, 1997).

  • Enhances Motivation: Through supportive and non-directive guidance (Goleman, 2000).

  • Promotes Innovation: Encourages teachers to take risks and try new teaching strategies (Aguilar, 2013).

  • Improves Retention: By addressing professional growth needs, schools may reduce teacher turnover (Ingersoll, 2001).

6. Challenges

  • Time-Intensive: Effective coaching requires sustained time investment (Bloom et al., 2005).

  • Skill-Dependent: Leaders must possess high emotional intelligence and active listening skills (Boyatzis & McKee, 2005).

  • Requires Cultural Shift: Coaching cannot thrive in autocratic or compliance-driven environments (Robertson, 2008).

7. Case Studies and Empirical Evidence

A notable study by Bloom et al. (2005) showed that coaching for school leaders significantly improved principal effectiveness and school culture. In a different context, Knight (2016) found that instructional coaching in urban schools led to improved reading scores and enhanced classroom practices.

Similarly, Robertson (2008), studying coaching leadership in New Zealand schools, emphasized that when principals adopt coaching roles, staff develop a greater sense of ownership and reflective inquiry.

8. Conclusion

The coaching leadership style is a transformative, empathetic, and developmental approach well-suited for contemporary educational leadership. By focusing on human capital development, coaching leaders foster sustainable change, innovative practices, and empowered learning communities. While not without challenges, its potential for fostering a culture of continuous improvement and shared leadership makes it a cornerstone of effective school leadership in the 21st century.

References

  • Aguilar, E. (2013). The Art of Coaching: Effective Strategies for School Transformation. Jossey-Bass.

  • Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.

  • Bass, B. M. (1985). Leadership and performance beyond expectations. Free Press.

  • Bloom, G., Castagna, C., Moir, E., & Warren, B. (2005). Blended Coaching: Skills and Strategies to Support Principal Development. Corwin Press.

  • Boyatzis, R. E., & McKee, A. (2005). Resonant Leadership: Renewing Yourself and Connecting with Others Through Mindfulness, Hope, and Compassion. Harvard Business Review Press.

  • Burns, J. M. (1978). Leadership. Harper & Row.

  • Crane, T. G. (2012). The Heart of Coaching: Using Transformational Coaching to Create a High-Performance Coaching Culture. FTA Press.

  • Fullan, M. (2001). Leading in a Culture of Change. Jossey-Bass.

  • Goleman, D. (2000). Leadership that gets results. Harvard Business Review, 78(2), 78–90.

  • Grant, A. M. (2014). The efficacy of executive coaching in times of organizational change. Journal of Change Management, 14(2), 258–280.

  • Harris, A. (2004). Distributed leadership and school improvement. Educational Management Administration & Leadership, 32(1), 11–24.

  • Ingersoll, R. (2001). Teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal, 38(3), 499–534.

  • Knight, J. (2016). Better Conversations: Coaching Ourselves and Each Other to Be More Credible, Caring, and Connected. Corwin.

  • Knowles, M. (1980). The Modern Practice of Adult Education: From Pedagogy to Andragogy. Cambridge Adult Education.

  • Robertson, J. (2008). Coaching Educational Leadership: Building Leadership Capacity through Partnership. Sage.

  • Whitmore, J. (2017). Coaching for Performance: The Principles and Practice of Coaching and Leadership. Nicholas Brealey Publishing.