Educators’ professional coaching for improvement : a case study in the artistry of leadership

Abstract

This research examines the role of professional coaching in developing educators’ professional learning that focuses on educator engagement, growth and collaboration. It explores the experiences and perceptions of leaders and educators regarding this transformative form of professional development. It also examines the conditions that facilitate or hinder its effectiveness, along with the leadership traits that nurture a culture of continuous learning through coaching. This is explored through a mixed-methods case study approach in a Maltese primary state school. As Knight (2009) suggests, coaching offers a collaborative learning experience where educators and leaders engage as equal partners. Some of the approaches explored are one-to-one coaching and peer/group coaching, and their potential to enhance capacity building and a collaborative culture in our schools. The findings advocate coaching as a dynamic and contextually relevant enhancement to traditional professional development. However, critical barriers were identified, including the absence of supportive structures, leadership limitations, fixed mindsets and workload constraints. The research identified key assumptions about effective professional coaching strategies that actively involve and empower educators. It highlighted the need for supportive conditions, strong leadership and a shift from passive professional development models to more transformative strategies. This study contributes to the discourse on professional coaching by identifying essential conditions and leadership attributes for its successful integration in educational settings.