A STUDY TO STUDYING THE IMPACT OF COACHING ON SCHOOL LEADERS' LEADERSHIP, PROFESSIONAL DEVELOPMENT, AND SENSE OF AGENCY IN CHINA.

Abstract

The lives of teachers who are also coaches in various sports are investigated. This research looks at how coaching affects school leaders' abilities to lead, learn, feel confident in their own abilities, and take charge of their own careers, both at home and abroad. Bandura's theory of autonomous functioning serves as the theoretical foundation for this study, which seeks to conduct a critical analysis of coaching experiences among school leaders and a subset of leaders in adult learning contexts. Twenty-one informal conversations and a twenty-item online survey make up the fieldwork. Coaching school leaders improves their awareness, knowledge, and talents in coaching and administration, as well as their levels of creativity, as shown by the outcomes. Leaders also develop the skills of active listening, introspective question-asking, empathic trust-building, and the provision of supportive conditions in which their subordinates may thrive. Coaching seems to aid in the development of leaders' sense of self-efficacy, which in turn serves as both an impetus and reinforcement for the leaders' own initiative. By considering the viewpoint of school coaches, this article fills a need in literature. Based on data collected from a representative sample, it seems that school leaders who use coaching have an experience profile similar to that of leaders in adult learning settings. The findings of this research provide credence to the claim that educational leaders should cultivate and use coaching skills in their professional interactions with peers. Leaders who employ coaching to aid the development of their subordinates seem to be more resilient to the pressures and challenges of their own positions of authority. At the conclusion of the thesis, suggestions are made for increasing school administrators' exposure to and usage of coaching.