Coaching: an approach for leadership development in the Singapore education system

PurposeThis paper aims to explore coaching as an approach to developing school leaders in the Singapore education system. It takes a close look at the nature of coaching experiences of beginning principals and principal-trainers, as well as the related benefits and challenges.Design/methodology/approachA qualitative inquiry approach was adopted, and four beginning principals and three principal-trainers were interviewed. An emergent coding method was deployed in data analysis.FindingsBeginning principals described a positive, helpful and empowering coaching experience when coached by principal-trainers. The latter skillfully asked questions in a safe, non-threatening space for deeper self-reflection. In the process, beginning principals gained greater self-awareness and self-empowerment, and appreciated the shared context of school leadership. While coaching is a useful leadership development approach, inherent implementation challenges were identified.Research limitations/implicationsCoaching as a system-wide strategy to support school leaders in Singapore has only recently been implemented. Further research using a larger sample is recommended as coaching becomes more pervasive.Practical implicationsThe findings revealed a compelling case for a more pervasive adoption of coaching as an approach to support leadership development. Coaching facilitates effective school leadership, and there is scope for self-coaching, peer coaching and coach supervision of principals, middle leaders and classroom teachers.Originality/valueThis paper highlights the nature and positive impact of principalship coaching within a specific policy and cultural context of the Singapore education system. It adds to the body of literature on principal preparation, development and support.

Challenges New Principals Experience During Transition in Colleges of Education, Ghana

Leadership transition is a critical period in any leader’s tenure. In Colleges of Education in Ghana, the principal’s transition is critical to quality teacher education and training. However, it comes with challenges and complexities. This study therefore investigated to establish challenges new college of education principals encounter during transitions. Phenomenological research design was used for the study and purposive sampling was used to sample the respondents. Ten (10) newly appointed principals of public colleges of education were used for the study. The research instrument was interview protocol. The data collected was analyzed using thematic content analysis method. The study found mainly three categories of challenges in the principals’ transition. The challenges comprised personal, inter-personal and administrative challenges. Also, the findings confirmed that new/beginning principals worldwide encounter similar challenges as they transition. The study therefore, recommended that new and aspiring principals should explore the various transition challenges and plan their way out so that they succeed.

A Beginning Rural Principal's Toolkit

The purpose of this article is to explore both the challenges and skills needed to effectively assume a leadership position and thus to create an entry plan or ‘toolkit’ for a new rural school leader. The entry plan acts as a guide beginning principals may use to navigate the unavoidable confusion that comes with leadership. It also assists aspiring new leaders to think through, and vicariously experience, the challenges they may face in a leadership role. If focuses on three specific areas most relevant to rural principals: Dealing with professional isolation and loneliness, getting to know and thriving in a rural community, and basic management skills for the lone administrator. It provides a series of tools that beginning principals may find useful as they embark on a leadership journey in a rural setting and also identifies the specific skills various stakeholder groups perceive as most important for rural school leaders.