The purpose of this paper is to discuss feedback-based group coaching as a strategy towards school leaders’ development. On the basis of data collected within the framework of the project “Professional Learning through Feedback and Reflection” (PROFLEC), this case study explores the Cypriot school leaders’ views about feedback and coaching as developmental tools. The PROFLEC project was implemented in participating countries during 2013-2015 and involved completing an online leadership self-assessment inventory, training as well as coaching sessions.
Observations and interviews with coachees and coaches illustrate participants’ views on feedback-based group coaching, the critical conditions of its implementation and the perceived value of the particular model.
The study concludes that feedback-based group coaching can enhance school leaders’ organisational socialisation and learning; yet, certain aspects, such as the nature of the feedback, the role of the coaches, the establishment of trust as well as voluntary participation are required to enhance reflection towards action for school leaders.
This paper supports the importance of feedback-based group coaching as a developmental strategy for school leaders.
The project has been a LLP-Multilateral KA 1 EU Project, coordinated by the University of Teacher Education (IBB Center), Zug Switzerland. The authors would like to thank Dr Stephan Huber and Dr Guri Skedsmo, as well as the Swiss team for all the support and guidance.
Nicolaidou, M., Karagiorgi, Y. and Petridou, A. (2016), "Feedback-based coaching towards school leaders’ professional development: Reflections from the PROFLEC project in Cyprus", International Journal of Mentoring and Coaching in Education, Vol. 5 No. 1, pp. 20-36. https://doi.org/10.1108/IJMCE-03-2015-0011
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