{"title":"教练在提高教师教学实践中的领导作用","authors":"Salwati Shafee, Simin Ghavifekr, Z. Abdullah","doi":"10.22452/MOJEM/VOL7NO1.5","DOIUrl":null,"url":null,"abstract":"Changing instructional practices is not an easy job. Therefore, teachers need help and support in order to create changes in their practices. In some countries like Malaysia, the support is offered through coaching. Effective coaching takes place if teachers and coaches play their effective leadership roles and equip themselves with various attributes of coaching. Subsequently, this allows instructional changes to take place. A traditional idea of leadership focus on an individual managing a hierarchical system. Therefore, it poses a significant barrier for teachers to work together and does not provide teachers with autonomy as a leader. In the practice of coaching however, teachers play the different roles of leadership. Hence, this study looks at the perception of teachers and coaches on the implementation of coaching in Malaysian schools. Moreover, it looks at a form of instructional support given to teachers in helping them to improve their classroom practices which eventually leads to increased students’ learning outcome. This article specifically discusses the application of five attributes of coaching namely collaboration, support, feedback, reflect and trust. The study also looks at the leadership role of the coaches in coaching teachers to create instructional improvements. Data of this quantitative study were gathered through a set of questionnaires which was administered to 470 teachers and coaches in primary and secondary school in Selangor and Sabah. Analysis of findings were based on descriptive analysis using SPSS as well as inferential analysis using Smart PLS. The findings of the study provide and insight on the role of coaching attributes and coaching leadership in helping teachers and coaches to create changes and improvements in classroom practices which leads to increased learning outcomes. It also illustrates the significant relationship between coaching attributes and the role of leadership in the implementation of coaching in Malaysian schools.","PeriodicalId":37473,"journal":{"name":"Malaysian Online Journal of Educational Management","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2019-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":"{\"title\":\"LEADERSHIP ROLE OF COACHES IN IMPROVING TEACHERS’ INSTRUCTIONAL PRACTICES\",\"authors\":\"Salwati Shafee, Simin Ghavifekr, Z. Abdullah\",\"doi\":\"10.22452/MOJEM/VOL7NO1.5\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Changing instructional practices is not an easy job. Therefore, teachers need help and support in order to create changes in their practices. In some countries like Malaysia, the support is offered through coaching. Effective coaching takes place if teachers and coaches play their effective leadership roles and equip themselves with various attributes of coaching. Subsequently, this allows instructional changes to take place. A traditional idea of leadership focus on an individual managing a hierarchical system. Therefore, it poses a significant barrier for teachers to work together and does not provide teachers with autonomy as a leader. In the practice of coaching however, teachers play the different roles of leadership. Hence, this study looks at the perception of teachers and coaches on the implementation of coaching in Malaysian schools. Moreover, it looks at a form of instructional support given to teachers in helping them to improve their classroom practices which eventually leads to increased students’ learning outcome. This article specifically discusses the application of five attributes of coaching namely collaboration, support, feedback, reflect and trust. The study also looks at the leadership role of the coaches in coaching teachers to create instructional improvements. Data of this quantitative study were gathered through a set of questionnaires which was administered to 470 teachers and coaches in primary and secondary school in Selangor and Sabah. Analysis of findings were based on descriptive analysis using SPSS as well as inferential analysis using Smart PLS. The findings of the study provide and insight on the role of coaching attributes and coaching leadership in helping teachers and coaches to create changes and improvements in classroom practices which leads to increased learning outcomes. It also illustrates the significant relationship between coaching attributes and the role of leadership in the implementation of coaching in Malaysian schools.\",\"PeriodicalId\":37473,\"journal\":{\"name\":\"Malaysian Online Journal of Educational Management\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2019-01-04\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"2\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Malaysian Online Journal of Educational Management\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.22452/MOJEM/VOL7NO1.5\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"Social Sciences\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Malaysian Online Journal of Educational Management","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.22452/MOJEM/VOL7NO1.5","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"Social Sciences","Score":null,"Total":0}
LEADERSHIP ROLE OF COACHES IN IMPROVING TEACHERS’ INSTRUCTIONAL PRACTICES
Changing instructional practices is not an easy job. Therefore, teachers need help and support in order to create changes in their practices. In some countries like Malaysia, the support is offered through coaching. Effective coaching takes place if teachers and coaches play their effective leadership roles and equip themselves with various attributes of coaching. Subsequently, this allows instructional changes to take place. A traditional idea of leadership focus on an individual managing a hierarchical system. Therefore, it poses a significant barrier for teachers to work together and does not provide teachers with autonomy as a leader. In the practice of coaching however, teachers play the different roles of leadership. Hence, this study looks at the perception of teachers and coaches on the implementation of coaching in Malaysian schools. Moreover, it looks at a form of instructional support given to teachers in helping them to improve their classroom practices which eventually leads to increased students’ learning outcome. This article specifically discusses the application of five attributes of coaching namely collaboration, support, feedback, reflect and trust. The study also looks at the leadership role of the coaches in coaching teachers to create instructional improvements. Data of this quantitative study were gathered through a set of questionnaires which was administered to 470 teachers and coaches in primary and secondary school in Selangor and Sabah. Analysis of findings were based on descriptive analysis using SPSS as well as inferential analysis using Smart PLS. The findings of the study provide and insight on the role of coaching attributes and coaching leadership in helping teachers and coaches to create changes and improvements in classroom practices which leads to increased learning outcomes. It also illustrates the significant relationship between coaching attributes and the role of leadership in the implementation of coaching in Malaysian schools.
期刊介绍:
The Malaysian Journal of Educational Management is interested in features manuscripts concerning recent research and developments, professional issues, administrative and leadership concerns, and creative strategies and policies to improve educational management. MOJEM publishes original contributions on educational management , administration and leadership in the widest sense: on the management planning, policy decisions, finance, human recourse development, organizational behavior, change management and alternatives in schools as well as further and higher education institutions. By promoting critical discussion on current innovations within these areas, the journal represents an excellent forum for highlighting the profile of educational management on both a national and international level. MOJEM covers the recent research and practices on key debates and controversies within the broad field of educational management planning and policy. The journal also blends the best of educational research and practice, making it a valuable resource for educators, management, policy makers, administrators, researchers, teachers, and post graduate students. Anyone in the profession of educational management may submit her/his manuscript(s) for publication consideration in MOJEM. All submission will be double-blind reviewe by at least two professional reviewers with expertise in the relevant areas . Articles may be contributed at any time for publication consideration.