Group Coaching that Promotes Self-Efficacy and Role Clarity among School Leaders
Author(s)
Brandmo, Christian
Aas, Marit
Colbjornsen, Tor
Olsen, Rolf
Griffith University Author(s)
Year published
2019
Metadata
Show full item recordAbstract
Group coaching is emerging as an approach with a strong potential for developing leadership competencies. However, there is little research on its use in the professional training of school leaders. In this study, we investigate the outcome of and the processes involved in group coaching using data from reflection papers and evaluations. The results suggest that group coaching fosters self-efficacy and promotes a clearer understanding of the school leaders’ role. Moreover, the study suggests that theory from the field of psychotherapy can be a useful analytical tool for studying the processes that go on within group coaching.Group coaching is emerging as an approach with a strong potential for developing leadership competencies. However, there is little research on its use in the professional training of school leaders. In this study, we investigate the outcome of and the processes involved in group coaching using data from reflection papers and evaluations. The results suggest that group coaching fosters self-efficacy and promotes a clearer understanding of the school leaders’ role. Moreover, the study suggests that theory from the field of psychotherapy can be a useful analytical tool for studying the processes that go on within group coaching.
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Journal Title
Scandinavian Journal of Educational Research
Note
This publication has been entered into Griffith Research Online as an Advanced Online Version.
Subject
Education
Specialist studies in education
Social Sciences
Education & Educational Research
Group coaching
school leadership
self-efficacy