A CASE STUDY OF CHINA EDUCATORIAL ADVISORS ON THE EFFECTS OF COACHING ON DAILY LEADERSHIP, CAREER PROGRAMS, AND EMPOWERMENT.

Abstract

Teachers who also coach other sports have their lives analysed. This study investigates the effects of coaching on school leaders' capacities for leadership and learning as well as their self-confidence and ability to direct their own professional trajectories domestically and internationally. This research aims to critically analyse coaching experiences among school leaders and a subset of leaders in adult learning environments, using Bandura's theory of autonomous functioning as a theoretical framework. An online survey consisting of twenty-one items and twenty-one in-person interviews make up the fieldwork. The results demonstrate that coaching school leaders increases their creativity, awareness, knowledge, and abilities in management and coaching. Leaders also learn to listen attentively, ask reflective questions, establish trust with others in an empathetic way, and create an environment where their subordinates may succeed. It seems that coaching helps leaders create a belief in their own abilities, which acts as a catalyst and a reinforcer for their own initiative. This article contributes to the existing literature by considering the perspective of school coaches. The experience profile of school leaders who employ coaching seems to be comparable to that of leaders in adult learning settings, according to data obtained from a representative sample. The results of this study provide support to the idea that school administrators would do well to develop and use coaching abilities in their dealings with colleagues. To a greater extent, leaders can weather the storms of power when they use coaching to help their subordinates grow professionally. To help school administrators become more familiar with and make use of coaching, the thesis concludes with some recommendations.