Background of the study
It is becoming very common that, schools these days need to spend time and resource on professional development for teachers (Teemant et al., 2011). Fullan (2014) states that teaching has a purpose, hence being a moral craft. Teachers are not just individuals imparting their knowledge to the student, they are individuals coming from different walks of life. Teachers need to balance their personal and professional lives just like any other working professional. Based on the results of the Adults@School Wellbeing Survey conducted by KHDA (UAE.Govt), there is a growing need to do more for students and teachers to cope with mental demands of life in the classroom (Fullan, 2014). It has been widely establish, that there is an emergence and need of a coaching culture in the business environment (Michel and Geoffrey, 2009). Taking a leaf from this, it’s imperative that teachers too need coaching in order to achieve better results (Van Nieuwerburgh, 2018). Professional development along with coaching does bring in greater impact (Neuman & Cunningham, 2009). Coaching is required for the growth of teaching profession and to aid teacher performance by not letting stress affect them in the classrooms (Creasy and Paterson, 2006). Research in UK has proven that coaching did aid and increase in teacher’s personal effectiveness , self- confidence and working relationship with others (Paul, 2007). It is also researched that positive psychology and coaching psychology both have a lot to offer schools in term of increased performance and wellbeing (Oades et al., 2011).
Based on Barkley’s book, the need for coaching teachers come from a fact of how the most skilled professional require ways to improve themselves. Along with improvement comes a great deal of acknowledgement and recognition and coaching is a better way of achieving it (Barkley 2010). Moran had mentioned in her book that, the aim of coaching in schools should provide problem solving skills and develop one’s self-reflection. Coaching should also establish school culture through collaboration. Coaching should provide a continuous learning for professional development mainly focusing on skills, knowledge and strategies (Moran 2007).
Having said that , There has been various research on teacher receptiveness towards various professional development techniques and coaching being one of them (Jacobs et al, 2018). One research showcased how the teacher – coach dyadic relation is one reason for teacher resistance, as coaches tend to dominate the session (Heineke, 2013). Teachers feel threatened and exposed when they are questioned or asked to explain themselves as per the traditional methods of teaching in closed classrooms (Musanti & Pence, 2010). Coaching is considered as a partnership between a teacher and the coach (Joyce & Showers, 1982; Knight , 2009 ).
Hence, this study is focused on exploring what certified practising teachers in Dubai interpret from coaching and perceive its benefits are; along with exploring if there is resistance to coaching as a professional development.
Aim of your study
1. Explore teacher’s perception of coaching as professional development in schools.
2. Acquire understanding of their experience towards coaching and their benefits gained to them.
3. Explore if coaching as a method towards professional development is accepted by the participant and why ?
Type of service-Academic paper writing
Type of assignment-Essay
Pages / words-2 / 550
Number of sources-1
Academic level-Senior (College 4th year)
Language style-US English