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Headteacher development through nonlinear coaching and coaching psychology.

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Title: Headteacher development through nonlinear coaching and coaching psychology.
Authors: Oberholzer, Lizana (AUTHOR), Macklin, John (AUTHOR)
Source: Coaching Psychologist. Jun2024, Vol. 20 Issue 1, p110-121. 12p.
Subjects: Coaching psychology, School administrators, Decision making, Classroom environment, Semi-structured interviews, School principals
Geographic Terms: South Africa
Abstract: This study explored how a non-linear coaching model can be used to develop headteachers in South Africa on their learning journey. The case study explores through qualitative data how senior leaders in schools were able to reflect on their learning through the use of a non-linear coaching model to deepen their understanding of senior leadership, and how they strategically needed to consider the needs of their school, as well as the learners and teams within their schools. A qualitative research approach was used, with data from semi-structured interviews thematically coded through the use of Braun and Clarke's (2006) six phase model. Key learning from the project is that a collaborative professional approach, facilitating effective learning conversations through a non-linear model, ensured that leaders were able to develop a deep understanding of their contexts and were able to engage with key strategic decisions making processes in a safe, trusting learning environment. [ABSTRACT FROM AUTHOR]
Copyright of Coaching Psychologist is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Headteacher development through nonlinear coaching and coaching psychology.
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  Data: <searchLink fieldCode="AR" term="%22Oberholzer%2C+Lizana%22">Oberholzer, Lizana</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Macklin%2C+John%22">Macklin, John</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Coaching+Psychologist%22">Coaching Psychologist</searchLink>. Jun2024, Vol. 20 Issue 1, p110-121. 12p.
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  Data: <searchLink fieldCode="DE" term="%22Coaching+psychology%22">Coaching psychology</searchLink><br /><searchLink fieldCode="DE" term="%22School+administrators%22">School administrators</searchLink><br /><searchLink fieldCode="DE" term="%22Decision+making%22">Decision making</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+environment%22">Classroom environment</searchLink><br /><searchLink fieldCode="DE" term="%22Semi-structured+interviews%22">Semi-structured interviews</searchLink><br /><searchLink fieldCode="DE" term="%22School+principals%22">School principals</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22South+Africa%22">South Africa</searchLink>
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  Data: This study explored how a non-linear coaching model can be used to develop headteachers in South Africa on their learning journey. The case study explores through qualitative data how senior leaders in schools were able to reflect on their learning through the use of a non-linear coaching model to deepen their understanding of senior leadership, and how they strategically needed to consider the needs of their school, as well as the learners and teams within their schools. A qualitative research approach was used, with data from semi-structured interviews thematically coded through the use of Braun and Clarke's (2006) six phase model. Key learning from the project is that a collaborative professional approach, facilitating effective learning conversations through a non-linear model, ensured that leaders were able to develop a deep understanding of their contexts and were able to engage with key strategic decisions making processes in a safe, trusting learning environment. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Coaching Psychologist is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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      – Type: doi
        Value: 10.53841/bpstcp.2024.20.1.110
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      – Code: eng
        Text: English
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        StartPage: 110
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      – SubjectFull: Coaching psychology
        Type: general
      – SubjectFull: School administrators
        Type: general
      – SubjectFull: Decision making
        Type: general
      – SubjectFull: Classroom environment
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      – SubjectFull: Semi-structured interviews
        Type: general
      – SubjectFull: School principals
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      – SubjectFull: South Africa
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              M: 06
              Text: Jun2024
              Type: published
              Y: 2024
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