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This study investigates the impact of coaching on manager/leader burnout using the conservation of resources theory, addressing a gap in the literature.
Abstract
Purpose
This study investigates the impact of coaching on manager/leader burnout using the conservation of resources theory, addressing a gap in the literature.
Design/methodology/approach
The research examines the difference between two cohorts of leaders actively engaged with coaches and regresses coaching engagement on leader burnout while controlling for personality, leadership style and span of control.
Findings
The paper presents empirical evidence of the relationship, which finds a paradox in that those with coaches/mentors exhibit higher levels of burnout than those without.
Originality/value
The study offers an original perspective, highlighting the need for further empirical investigation into the dynamics between the role of a coach and leader burnout.
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Michelle L. Damiani, Brad V. Unick and Karen-Joy Schultz
Professional development (PD) is an essential component of continuing learning for in-service teachers. This paper discusses a school-based example of using the best practice of…
Abstract
Purpose
Professional development (PD) is an essential component of continuing learning for in-service teachers. This paper discusses a school-based example of using the best practice of coaching in early childhood education supported by a professional development school partnership. We explain how a teacher identified need led to a collaborative, multistep approach to meeting that need in connection to State mandates.
Design/methodology/approach
In this research, we used a case study methodological approach with a team of preschool teachers at one school. The model combines use of PD sessions, classroom coaching, classroom observation and reflection.
Findings
Teachers’ feedback indicates that using the strategy positively impacted most of the participants’ ability to support communication, community-building and inclusive practices in their classrooms. The data that emerged in the following year evidenced increased use of visual supports in classrooms, use in connection with literacy goals and interest in creating new uses in the school.
Originality/value
This article contributes an action-oriented school-based example of bridging research to practice to support teachers’ needs through PD and coaching in a PDS. The design and practical implications may interest preschool educators, instructional coaches, administrators, professional development schools and others involved with monitoring teacher development initiatives.
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Wei Liu, Bobo Zhang, Rui Sun and Shuwen Li
As coaching assumes an increasingly critical role in satisfying employees' demands for growth, the function of coaching has progressively shifted towards direct supervisors. This…
Abstract
Purpose
As coaching assumes an increasingly critical role in satisfying employees' demands for growth, the function of coaching has progressively shifted towards direct supervisors. This study seeks to investigate the distinct effects of managerial coaching behaviors on employee outcomes from an emotional perspective. Specifically, we aim to explore whether leaders' encourage-to-explore and guide-to-learn behaviors impact employees' creativity and performance through discrete emotional mechanisms upon appraisal theory of emotion.
Design/methodology/approach
We conducted two studies to test our proposition. In study 1, an experiment using coaching scenarios was performed with 128 students majoring in management. In study 2, data were collected from 311 supervisor-subordinate dyads.
Findings
The results indicate that encourage-to-explore behaviors are positively related to employee creativity by fostering feelings of inspiration, and guide-to-learn behaviors are positively related to employee performance by alleviating anxiety. These findings suggest that different leaders’ coaching behaviors influence employee outcomes through different emotional processes. The theoretical and practical implications of the findings are also discussed.
Originality/value
These findings suggest that different leaders’ coaching behaviors influence employee outcomes through different emotional processes. The theoretical and practical implications of the findings are also discussed.
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Qiuling Gao, Xiaolin Zhuang, Zijie Li and Yan Wang
This study aims to investigate how the role of female leadership works in sports coaching. Drawing key insights from the ability–motivation–opportunity (AMO) framework of human…
Abstract
Purpose
This study aims to investigate how the role of female leadership works in sports coaching. Drawing key insights from the ability–motivation–opportunity (AMO) framework of human resource management, the authors explore the underlying mechanisms of female leadership and the role female coaches play in enabling athletes to develop their self-initiative through AMO enhancement.
Design/methodology/approach
The sample in this study is made up of 11female coaches from eight teams in China selected using purposive sampling. Data was collected and analyzed on various aspects of female leadership.
Findings
Analysis of interviews and secondary data show that the mechanisms and enablers related to AMO enhancing practices stimulated by female coaching leadership can increase team performance.
Research limitations/implications
This study opens new avenues for sports science research and strengthens the theoretical and practical understanding of the intentions and mechanisms female coaches implement as leaders in sports coaching.
Originality/value
First, this study contributes to the AMO framework by helping form new theoretical insights based on the understanding of female sports coaching mechanisms. Second, this study provides novel insights into female leadership literature by investigating the mechanisms of female leadership in the context of sports exercise. Third, this study also contributes to the body of research on sports coaching in Asia, especially that of Chinese women in such leadership roles.
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Saemi Lee, Janaina Lima Fogaca, Natalie Papini, Courtney Joseph, Nikole Squires, Dawn Clifford and Jonathan Lee
Research shows peer health education programs on university campuses can support students in pursuing sustainable health-related behavior changes. However, few programs deliver…
Abstract
Purpose
Research shows peer health education programs on university campuses can support students in pursuing sustainable health-related behavior changes. However, few programs deliver peer health education through a nondiet, weight-inclusive framework. Research shows that health educators who challenge the status quo of diet culture and weight-focused health interventions may face unique challenges when sharing this perspective with others. Thus, the purpose of this study was to examine the experiences of peer educators who provided critical health education by introducing a nondiet, weight-inclusive approach to health.
Design/methodology/approach
Five health coaches from a university health coaching program at a mid-sized southwestern university participated in a semi-structured interview. The data were analyzed through interpretative phenomenological analysis.
Findings
Peer educators faced numerous challenges when introducing nondiet, weight-inclusive approaches such as lacking credibility as a peer to challenge weight-centric messages, feeling conflicted about honoring clients’ autonomy when clients are resistant to a weight-inclusive approach and feeling uncomfortable when discussing client vulnerabilities. Peer educators also identified several strategies that helped them navigate these challenges such as being intentional with social media, using motivational interviewing to unpack clients’ concerns about weight, and seeking group supervision.
Originality/value
Given the reality that health coaches will face challenges sharing weight-inclusive health approaches, educators and supervisors should explicitly incorporate strategies and training methods to help peer health coaches prepare for and cope with such challenges. More research is also needed to examine effective ways to introduce weight-inclusive approaches to college students.
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This study explores factors that influence the initiation of leadership coaching relationships that include externally employed coaches and school administrators.
Abstract
Purpose
This study explores factors that influence the initiation of leadership coaching relationships that include externally employed coaches and school administrators.
Design/methodology/approach
This qualitative research study includes semi-structured interviews, observations and documents collected across three academic years within the context of a university-based leadership coaching program. Participants included six leadership coaches and six school administrators who participated in the program.
Findings
Qualitative analysis indicates that gender and race, prior professional experience, pre-existing professional relationships and the complexity of the district’s organizational structure influence the initiation of the coaching relationship.
Research limitations/implications
Confidentiality restrictions imposed by the program limit opportunities for member checking and other forms of triangulation. Additional data collection using more expansive research methods would help address this limitation.
Originality/value
This study contributes to the sparse literature about leadership coaching with school administrators by describing how different factors influence initiation coaching relationships.
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Keywords
Jennifer Hillman, Dave Lochtie and Olivia Purcell
In this case study, we offer an analysis of feedback from a student experience survey completed by Black undergraduate students who received proactive, targeted coaching and…
Abstract
Purpose
In this case study, we offer an analysis of feedback from a student experience survey completed by Black undergraduate students who received proactive, targeted coaching and mentoring support during 2021–2022. All the students were studying at a large higher education institution in the United Kingdom which offers a broad range of degree courses by distance learning.
Design/methodology/approach
This paper reports on the intervention delivered and analyses the student experience of being offered, and receiving, proactive coaching and mentoring. It is based on the responses of 102 students who engaged with the experience survey after having self-selected to receive the intervention. What follows is an analysis of their experiences using a qualitative in vivo approach based on word frequency in students’ free-text comments.
Findings
The findings presented are that, in this intervention, students who self-select to receive coaching and mentoring support experience tangible (self-reported) behaviour changes with potentially longer term benefits for their studies. These include improved self-confidence and self-efficacy, increased proactive help-seeking behaviour, greater recognition of strengths and achievement and personal growth and self-awareness.
Originality/value
In presenting this case study, we aim to contribute to the growing corpus of practitioner case studies and research papers that show the benefits of coaching and mentoring in higher education and – more specifically – why coaching and mentoring can be a worthwhile targeted intervention for students from underrepresented backgrounds. This lends support to the growing consensus that students with positive, proactive help-seeking behaviours perform better than students not able to access support (Byrne et al., 2014). We conclude the case study with some practical implications for providers looking to provide targeted support to students.
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Elizabeth Ries, Erica Steinitz Holyoke, Heather Dunham, Murphy K. Young, Melissa Mosley Wetzel, Criselda Garcia, Katherina Payne, Annie Garrison Wilhelm, Veronica L. Estrada, Alycia Maurer and Katie Trautman
There is an urgent need for teacher preparation programs to equip teachers to teach in innovative and transformative ways, meeting the needs of diverse learners. Coaching is an…
Abstract
Purpose
There is an urgent need for teacher preparation programs to equip teachers to teach in innovative and transformative ways, meeting the needs of diverse learners. Coaching is an instrumental tool for supporting change and development, especially in contexts with decentralized teacher preparation guidelines.
Design/methodology/approach
This multicase study examines cross-institutional programmatic innovations for coaching teacher candidates (TCs) and centering equity using improvement science and equity coaching. The authors explore the networked improvement community’s (NIC’s) examination of problems of practice through plan–do–study–act cycles in three coaching contexts within and across seven institutions.
Findings
Qualitative methods revealed that adapting coaching protocols can center equity and build equity-focused practices. This work highlights revisions to coaching within and across teacher preparation programs (TPPs), which the authors hope inspires extending equity-centered coaching and improvement science to new contexts. This cross-case analysis revealed program innovations for coaches, digital technologies and alignment.
Practical implications
This study addresses ongoing challenges faced by TPPs in the United States, including TCs' understandings of equity in teaching and decentralized teacher preparation that results in varied and incongruent understandings about quality teaching. This study builds on previous scholarship that examines shifts in coaching practices by disrupting silos in TPPs as examined innovations.
Originality/value
The paper offers a unique view of cross-institutional collaboration in coaching to improve transformative teaching experiences in teacher preparation field experiences.
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Somayeh Mahdi, Hassanreza Zeinabadi, Hamidreza Arasteh and Hossein Abbasian
Academic coaching (AC) has gained a significant attention to support student success and achievement in higher education, management and psychology. This study aimed to conduct a…
Abstract
Purpose
Academic coaching (AC) has gained a significant attention to support student success and achievement in higher education, management and psychology. This study aimed to conduct a comprehensive bibliometric analysis of AC literature to identify the top authors, research patterns, hotspots and research topics in the field.
Design/methodology/approach
The study utilized a bibliometric analysis of articles published between 1987 and 2023, using descriptive and network analysis methods with tools such as RStudio, Biblioshiny, Excel and VOSviewer. The study also conducted functional, mapping and content analysis, to identify AC literature's key themes and research areas.
Findings
The results revealed an increasing interest in AC, with increased publications. However, there are gaps in geographical diversity and authorship. Most studies were conducted in the United States of America and the UK, and were published in education, psychology and coaching journals. Common themes included coaching, professional development, higher education and mentoring. Emerging research areas include: coaching efficacy in education, AC as an online learning support and professional learning communities. More studies are needed in different contexts and with larger sample sizes.
Originality/value
This comprehensive bibliometric analysis adds to the existing literature by presenting a detailed analysis of the field of AC, filling a gap in the current literature. The study's unique contribution is its examination of emerging research areas and themes in AC literature, providing directions for future research. This study is particularly relevant for researchers, practitioners and policymakers interested in understanding AC's state of the art and identifying promising areas for future research.
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Jonathan Passmore, Claudia Day and Qing Wang
The use of “homework”, activities outside of the classroom or session, is widely applied in a range of disciplines including teaching, therapy and training. The argument advanced…
Abstract
Purpose
The use of “homework”, activities outside of the classroom or session, is widely applied in a range of disciplines including teaching, therapy and training. The argument advanced by advocates is that it provides an opportunity to consolidate knowledge learnt in the classroom and develop mastery in an applied environment. However, the use of homework has not been widely discussed or researched within business coaching, which is a form of personal development. This exploratory study aims to examine whether homework, as a coaching intervention, may enhance the clients' learning experience.
Design/methodology/approach
Data were collected from eight early career coaches and eight coaching clients. Not all clients were related to the coaches. Each client had experienced a minimum of three coaching sessions. Interviews were recorded and analysed using thematic analysis. The study explored the use of (1) client-led, (2) coach-led and (3) collaboratively developed homework during the engagements.
Findings
The findings indicated that homework is widely used and was perceived to have mixed effects. The positioning of the homework by the coach, including the terminology used to describe the activity, and the type of work can affect the level of engagement and thus the perceived value generated.
Originality/value
This is the first study to explore the nature of “homework” in coaching. More work is needed to better inform the use of “homework” in coaching practice, including the type of work and how this is agreed with different types of clients, for example, should homework be coach, collaborative or client led?
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