A thematic analysis of the experience of educational leaders introducing coaching into schools

2018 ◽  
Vol 7 (4) ◽  
pp. 343-356 ◽  
Author(s):  
Dirk Posthumus Anthony ◽  
Christian J. van Nieuwerburgh
Keyword(s):  
Cultural Change ◽  
Thematic Analysis ◽  
Personal Growth ◽  
School Leaders ◽  
Educational Leaders ◽  
Phenomenological Approach ◽  
Structured Interviews ◽  
Effect Change ◽  
Content Type ◽  
Conflicting Demands

Purpose Schools are traditionally hierarchical organisations with headteachers holding significant influence to effect change. The purpose of this paper is to present the findings of an investigation into the experiences of school leaders introducing coaching cultures into their schools. Design/methodology/approach This study adopts a phenomenological approach. In total, 20 face-to-face, semi-structured interviews were conducted with headteachers and deputy headteachers in the UK. Thematic analysis was used to code the data and identify themes. Findings The paper reports on six themes based on the experiences of school leaders who participated in this study: personal beliefs about coaching are influenced by prior experiences; frustration about the pace of change; pressure of conflicting demands; feelings of isolation; the need for confidence to see the process through; and experiencing personal growth. The findings of this study shed light on the experience that school leaders may face when introducing coaching initiatives. Research limitations/implications These findings are unique to the participants of this study and therefore not representative of a general population of educational leaders. Further research into factors that can influence the successful introduction of coaching initiatives into educational settings is recommended. Practical implications The paper includes implications for school leaders who wish to introduce coaching initiatives into their educational contexts. It is argued, for example, it is helpful for school leaders to reflect on their own beliefs about coaching before initiating cultural change within their schools. Originality/value This paper fulfils an identified need to understand leadership experiences in relation to coaching in schools. This understanding will support policy makers and school leaders interested in embedding coaching cultures within schools.

scholarly journals Experiences of aspiring school principals receiving coaching as part of a leadership development programme

2020 ◽  
Vol 9 (3) ◽  
pp. 291-306
Author(s):  
Christian van Nieuwerburgh ◽  
Margaret Barr ◽  
Chris Munro ◽  
Heather Noon ◽  
Daniel Arifin
Keyword(s):  
Leadership Development ◽  
School Principals ◽  
Educational Leaders ◽  
Phenomenological Approach ◽  
Teaching Profession ◽  
Development Programme ◽  
Leadership Coaching ◽  
Structured Interviews ◽  
Content Type ◽  
One To One

PurposeThis paper adds depth to our understanding of how coaching works by exploring the experiences of 14 aspiring school principals who received one-to-one leadership coaching as part of a leadership development programme.Design/methodology/approachThis study adopts a phenomenological approach. Individual semi-structured interviews were conducted with the participants. Thematic analysis was used to code the data and identify themes.FindingsThis paper reports on four themes based on the experiences of the participants: having time to reflect, feeling safe to explore, focussing on what's important for me and experiencing positive emotions.Research limitations/implicationsThe findings are unique to the participants who volunteered to take part in this study and therefore not representative of a general population of aspiring educational leaders. Further research is needed into the possible benefits of coaching to support educators undergoing leadership training.Practical implicationsThe findings raise a potential dilemma within the teaching profession about the use of educators' time; while they need to give time and attention to multiple stakeholders, they also need to protect time for their own development and self-reflection. Based on the reported experiences of the participants in this study, it is recommended that coaching be considered a component of professional development for educational leaders.Originality/valueThis paper adds to the growing research base for coaching in education, providing a unique insight into the experiences of aspiring school principals who received one-to-one leadership coaching as part of a leadership development programme.

Ethical dilemmas in education: a case study of challenges faced by secondary school leaders in Kenya

2019 ◽  
Vol 57 (6) ◽  
pp. 601-614 ◽  
Author(s):  
Truphena Oduol ◽  
Sue Cornforth
Keyword(s):  
Cultural Values ◽  
School Leaders ◽  
Methodological Approach ◽  
Educational Leaders ◽  
Ethical Behaviour ◽  
Structured Interviews ◽  
Content Type ◽  
Western Countries ◽  
Dialogic Approach

Purpose The purpose of this paper is to question the usefulness of Euro-Western concepts of principled ethical behaviour for school leaders in non-Euro-Western countries by examining the dilemmas faced by Kenyan educational leaders. Design/methodology/approach A single, multi-site case study methodological approach was used, and data gathered by means of semi-structured interviews with stakeholders: school principals, boards of governors, heads of department, school bursars and parents. Findings Findings highlighted the importance of contextual variables in influencing leaders’ decisions, indicative of the tension between liberal and communitarian ethical approaches. Although similar dilemmas were encountered to those working in euro-western contexts, Kenyan educational leaders faced the additional challenge of working with cultural values of Ubuntu: care for the whole community, harmonious working relationships, loyalty to one’s kin and respect of seniority. Furthermore, the problems they encountered were often life-threatening resulting from poverty, and HIV/Aids. Originality/value This paper contributes to the literature on ethics in educational leadership by proposing that the adoption of euro-western ethical standards and perspectives in non-Euro-Western countries is problematic, unless mitigated by a dialogic approach.

Emotion display and suppression among Arab and Jewish assistant principals in Israel

2018 ◽  
Vol 3 (3) ◽  
pp. 173-191 ◽  
Author(s):  
Khalid Arar ◽  
Izhar Oplatka
Keyword(s):  
Emotion Regulation ◽  
Emotional Expression ◽  
Assistant Principals ◽  
Design Methodology ◽  
Practical Knowledge ◽  
Educational Leaders ◽  
Structured Interviews ◽  
Content Type ◽  
Personal Needs ◽  
Teachers And Parents

Purpose It is widely accepted that educational leaders and teachers need to manage and regulate their emotions continually, mainly because schooling and teaching processes expose many emotions. Thus, the purpose of this paper is to trace the ways Israeli assistant principals, both Arab and Jewish, manage their emotions at work. Design/methodology/approach Based on semi-structured interviews with 15 assistant principals, it was found that they are required to manage their emotions in accordance with entrenched emotion rules in the culture and society. Findings Most of the Jewish female APs tend to display warmth and empathy toward teachers in order to better understand their personal needs and professional performances. In contrast, Arab APs suppressed or fabricated emotional expression in their discourse with teachers and parents, in order to maintain a professional façade and retain the internal cohesion of the school. Both groups of APs believed their emotion regulation results in higher level of harmony in the school. Empirical and practical suggestions are put forward. Originality/value The paper is original and contributes to the theoretical and practical knowledge.

scholarly journals Mental health nurses’ perceptions of attachment style as a construct in a medium secure hospital: a thematic analysis

2015 ◽  
Vol 10 (4) ◽  
pp. 218-233 ◽  
Author(s):  
Nikki Boniwell ◽  
Leanne Etheridge ◽  
Ruth Bagshaw ◽  
Joanne Sullivan ◽  
Andrew Watt
Keyword(s):  
Attachment Theory ◽  
Attachment Style ◽  
Thematic Analysis ◽  
Service User ◽  
Attachment Styles ◽  
Personality Development ◽  
Educational Interventions ◽  
Service Users ◽  
Structured Interviews ◽  
Content Type

Purpose – Attachment Theory can be regarded as central to the concept of relational security. There is a paucity of research examining the coherence of this construct for ward-based staff. The paper aims to discuss these issues. Design/methodology/approach – Five female nurses from the acute admission and assessment ward of a UK medium secure unit acted as participants. Semi-structured interviews were conducted, and inductive thematic analysis was applied. Findings – Six themes; “staff-service user relationships”, “staff diversities”, “service user backgrounds”, “variability in service users’ presentations”, “service users with personality disorder are problematic” and “nurses do not use attachment” emerged from the data. The nurses used heuristic models of attachment-related behaviour and they lacked knowledge of constructs associated with Attachment Theory. Research limitations/implications – Acute admissions may not be representative of all treatment contexts. Traditional models of attachment style may have only limited relevance in forensic services. Practical implications – Limited knowledge and confidence in the nurses regarding how Attachment Theory might apply to service users is interesting because it may limit the extent to which care, treatment and risk management might be informed by an understanding of service user representations of therapeutic relationships. Training and educational interventions for nurses that enhance understanding of personality development and attachment styles are warranted. Originality/value – The importance of nurses for achieving relational security is emphasised and the adequacy of their training is questioned.

How do employers think about older workers?

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Hila Axelrad ◽  
Alexandra Kalev ◽  
Noah Lewin-Epstein
Keyword(s):  
Older People ◽  
Thematic Analysis ◽  
Older Workers ◽  
Design Methodology ◽  
Age Discrimination ◽  
Retirement Age ◽  
Structured Interviews ◽  
Content Type ◽  
Pension Income ◽  
Significant Barrier

PurposeHigher pensionable age in many countries that are part of Organization for Economic Co-operation and Development (OECD) and a shrinking pension income force older people to postpone their retirement. Yet, age-based discrimination in employers' decisions is a significant barrier to their employment. Hence, this paper aims to explore employers' attitudes regarding the employment of workers aged 60–70, striving for a better understanding of age discrimination.Design/methodology/approachThe authors used a thematic analysis of semi-structured interviews with 30 managers, experts and employees in retirement age in Israel.FindingsFindings reveal a spectrum of employers' attitudes toward the employment of older workers. The authors' analytical contribution is a conceptual typology based on employers' perceived ability to employ older workers and their stated attitudes toward the employment of older workers.Social implicationsThe insights that emerge from this research are fundamental for organizational actors' ability to expand the productive, unbiased employment of older workers.Originality/valueBy understanding employers' preferences and perspectives and the implications on employers' ability and/or willingness to employ older workers, this research will help policymakers formulate and implement policy innovations that address these biases.

Framing the role of higher education in sustainable development: a case study analysis

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Suzanna Elmassah ◽  
Marwa Biltagy ◽  
Doaa Gamal
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Educational Leaders ◽  
Primary Data ◽  
Study Analysis ◽  
Structured Interviews ◽  
Content Type ◽  
Case Study Analysis

Purpose Higher education institutions (HEIs) should play a fundamental role in achieving the international 2030 sustainable development (SD) agenda. Quality education is the fourth of the sustainable development goals (SDGs), and one of the targets related to this is to ensure that by 2030 all learners acquire the knowledge and skills needed to promote SD. Therefore, the SDGs provide a motive for HEIs to integrate SD concepts into their day-to-day practices. This study aims to introduce a framework for HEIs’ sustainable development assessment. Such a framework guides HEIs and educational leaders to support their countries’ commitments to achieving the SDGs. Design/methodology/approach This paper presents the results of a case study analysis of the role and successful techniques of HEIs in achieving SD in three countries, namely, Germany, Japan and Egypt. Primary data was collected by semi-structured interviews with three Cairo University officials, while secondary data was collected by reviewing the universities' official websites, reports, publications and related papers. This study introduces a novel framework for HEIs' SD analysis and assessment, which guides HEIs and educational leaders to support SD to fulfill their countries' commitments to achieving the SDGs. This framework is based on the following five categories: strategic direction and institutional working practices, supporting students, supporting university staff competencies, supporting society's stakeholders and networking and sustainable campus. Consideration is given to the potential role of HEIs to support SD in each of these areas. Findings Cairo University could learn from the novel and pioneer practices of the Leuphana University of Lüneburg, and the University of Tokyo to fill in the gaps it has in different roles. It can also put more effort into adopting the suggested higher education programs of Egypt's Vision 2030. Research limitations/implications This paper is limited to a case analysis comparing three countries, Germany, Japan and Egypt. Second, this study has not considered school education, which is equally essential in countries' SD. Practical implications HEIs can use the framework and the findings in this paper to evaluate their current roles in supporting SD, identify the gaps and take actions accordingly to address their weaknesses. Originality/value The paper compares three universities, one in each of the case study countries. It draws conclusions that identify ways in which the paper's framework and findings can guide SD practice in HEIs internationally, especially those in the developing world.

Academic's perceptions of work-integrated learning in non-vocational disciplines

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Gabrielle A. Lloyd ◽  
Bonnie Amelia Dean ◽  
Michelle J. Eady ◽  
Conor West ◽  
Venkata Yanamandram ◽  
...  
Keyword(s):  
Professional Learning ◽  
Personal Growth ◽  
Tertiary Education ◽  
Integrated Learning ◽  
Structured Interviews ◽  
Case Study Methodology ◽  
Content Type ◽  
Theoretical Approaches ◽  
Starting Point ◽  
Work Integrated Learning

PurposeWork-integrated learning (WIL) is a strategy that enhances student learning and employability by engaging students in real-world settings, applications and practices. Through WIL, tertiary education institutions forge partnerships with industry to provide students with access to activities that will contribute to their career-readiness and personal growth. The purpose of the paper is to explore academics perceptions of WIL from non-vocational disciplines, where WIL opportunities are less prevalent.Design/methodology/approachThe study employed a qualitative, case-study methodology to unpack academics' reflections on the question “What does WIL mean to you?” Semi-structured interviews were conducted with 33 subject coordinators across a number of non-vocational degrees at one university in Australia. Open coding and thematic analysis was used to explore qualitative data and identify common themes.FindingsData suggest that academics largely have placement-based understandings of WIL that cause tensions for embedding WIL meaningfully in their courses. Tensions surface when WIL is perceived as a pedagogy that contributes to the neoliberal agenda that sits in conflict with theoretical approaches and that restrict notions of career.Originality/valueAlthough WIL is not relevant in all subjects, these understandings are a useful starting point to introduce WIL meaningfully, in various ways and where appropriate, in order to provide students opportunities for learning and employability development. The paper has implications for faculty, professional learning and institutional strategies concerning WIL for all students.

A post-intentional phenomenological investigation of inclusivity in a therapeutic theatre production

2020 ◽  
Vol 7 (2) ◽  
pp. 169-191
Author(s):  
Angelle Cook
Keyword(s):  
Focus Group ◽  
Thematic Analysis ◽  
Personal Growth ◽  
Lived Experiences ◽  
Inclusive Production ◽  
Societal Change ◽  
Structured Interviews ◽  
Theatre Production ◽  
Therapeutic Theatre

This article presents a dissertation study that investigated the lived experiences of participants engaged in an inclusive therapeutic theatre production through a post-intentional phenomenological lens, informed by critical dis/ability theory. The study included ten participants aged 14–26 with a variety of dis/abilities. The data were gathered through semi-structured interviews and a focus group and analysed using thematic analysis. The qualitative findings included six themes and fifteen subthemes. These findings suggested that the participants experienced belonging and community, personal growth and insight, feelings of empowerment and the desire to make societal change by being a part of the inclusive production.

School leaders' adoption and implementation of artificial intelligence

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Matthew Mark Tyson ◽  
Nicholas J. Sauers
Keyword(s):  
Artificial Intelligence ◽  
School Leadership ◽  
School Leaders ◽  
Implementation Process ◽  
The Body ◽  
Snowball Sampling ◽  
Structured Interviews ◽  
Content Type ◽  
Adoption And Implementation

PurposeThe purpose of this study is to examine school leaders' experiences with adoption and implementation of artificial intelligence systems in their schools. It examined the factors that led educational administrators to adopt one artificial intelligence program (ALEKS) and their perceptions around the implementation process.Design/methodology/approachThis was a qualitative case study that included structured interviews with seven individuals who have adopted artificial intelligence programs in their schools. Participants were identified through purposive and snowball sampling. Interview transcripts were analyzed and put through a two-step coding process involving in vivo coding as well as pattern coding.FindingsTwo major themes emerged from this study pertaining to the state of the diffusion of artificial intelligence through the adoption and implementation process. The findings indicated that school leaders were actively engaged in conversations related to AI adoption and implementation. They also created structures (organizational) to ensure the successful adoption and implementation of artificial intelligence.Originality/valueThis is an original study that examined the experiences of school leaders who have adopted and implemented artificial intelligence in their schools. The body of literature related to artificial intelligence and school leadership is extremely limited.

Prepared to Lead: Educational Leadership Graduates as Catalysts for Social Justice Praxis

2019 ◽  
Vol 15 (4) ◽  
pp. 283-302 ◽  
Author(s):  
Rene O. Guillaume ◽  
Magdalena S. Saiz ◽  
Adam García Amador
Keyword(s):  
Social Justice ◽  
Educational Leadership ◽  
Educational Leaders ◽  
Phenomenological Approach ◽  
Leadership Programs ◽  
Structured Interviews ◽  
Educational Leadership Programs ◽  
Academic Knowledge ◽  
Diverse Student ◽  
Critical Leadership

Situated within PK-12 school settings is the most diverse student population this nation has seen. Concern regarding the preparedness of those at the forefront of education bestows the task to educational leadership programs of developing leaders ready to address social justice issues. This study highlights how graduates from one educational leadership program relied on their academic knowledge and applied critical leadership to operationalize social justice praxis. Utilizing a phenomenological approach, 10 semi-structured interviews revealed three themes. Findings suggest educational leadership programs reflect their mission of social justice values through their curriculum to prepare educational leaders for sustainable change.

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