Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/24288
Title: 
Authors: 
Keywords: 
Singapore
Education system
Coaching experience
Beginning principals
Principal-trainers
School leadership
Leadership development
Professional development.
Issue Date: 
2022
Citation: 
Boon, Z. S. L.(2021). Coaching: An approach for leadership development in the Singapore education system. International Journal of Mentoring and Coaching in Education. Advance online publication. https://doi.org/10.1108/ijmce-09-2021-0089
Journal: 
International Journal of Mentoring and Coaching in Education
Abstract: 
Purpose
This 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/approach
A qualitative inquiry approach was adopted, and four beginning principals and three principal-trainers were interviewed. An emergent coding method was deployed in data analysis.

Findings
Beginning 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/implications
Coaching 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 implications
The 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/value
This 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.
URI: 
ISSN: 
2046-6854(print)
DOI: 
Project number: 
PG 11/19 ZB
Funding Agency: 
Ministry of Education, Singapore
File Permission: 
Open
File Availability: 
With file
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