Opening the Black Box of Leadership Coaching: An Examination of Coaching Behaviors

Autor/inn/en	Patrick, Susan Kemper; Rogers, Laura K.; Goldring, Ellen; Neumerski, Christine M.; Robinson, Viviane
Titel	Opening the Black Box of Leadership Coaching: An Examination of Coaching Behaviors
Quelle	In: Journal of Educational Administration, 59 (2021) 5, S.549-563 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Patrick, Susan Kemper) ORCID (Rogers, Laura K.) ORCID (Goldring, Ellen) ORCID (Neumerski, Christine M.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-8234
DOI	10.1108/JEA-08-2020-0168
Schlagwörter	Leadership Training; Coaching (Performance); Principals; Faculty Development; Critical Thinking; Learning Theories; Interpersonal Relationship; Criticism; Reflection; Classification; Dialogs (Language); Urban Schools; School Districts; Behavior Patterns + Suchen Sie Ihr Suchwort? Führungslehre; Principal; Schulleiter; Kritisches Denken; Learning theory; Lerntheorie; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Kritik; Classification system; Klassifikation; Klassifikationssystem; Dialog; Dialogs; Dialogue; Dialogues; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk
Abstract	Purpose: Leadership coaching is an increasingly popular development tool for school principals. However, specific coaching behaviors are rarely conceptualized or examined in prior research. This study presents a coaching behavior framework and then analyzes actual coaching conversations between principals and coaches to illustrate how specific coaching behaviors create opportunities for principals to reflect and think critically about their leadership. Design/methodology/approach: Building on theories of interpersonal learning, the authors develop a framework of coaching behaviors to distinguish coaching inquiries and assertions that facilitate critique and reflection and, therefore, activate opportunities for learning. The authors use this framework to code transcripts of 55 principal coaching sessions. The authors analyze the prevalence of certain coaching behaviors and then examine qualitative patterns in how the use of certain behaviors shapes the nature of coaching conversations. Findings: Only about one-third of coded coaching behaviors in the analytic sample are categorized as coaching inquiries and assertions that activate opportunities for learning. In the qualitative comparisons of extracts from coaching conversations, the authors find coaches' use of these behaviors produced richer, more meaningful dialogue. Originality/value: Unlike much of the past research on leadership coaching, this analysis examines what happens in conversations between coaches and principals. This framework could be applied to a broad range of coaching programs intended to promote professional learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01