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The main purpose of this study is to critically examine the level of Instructional Coaching on Physical Education Teachers' Efficacy and provide a program planned for the development of skills and talents of Physical Education teachers through a coaching program based on the result of this study. This is to improve the teachers' efficacy among PE teachers through instructional coaching in this domain, assessment and feedback, classroom management, instructional strategies, and student engagement. The respondents of the study were 60 public secondary school MAPEH teachers teaching MAPEH subjects in the Division of Cotabato City and Maguindanao del Sur using complete enumeration. The analysis shows that gender, monthly income, and position are associated with certain dimensions of teacher efficacy. The correlation analysis between instructional coaching and teachers' efficacy is not statistically significant correlations between the level of instructional coaching (either planning or observations and feedback) and the teacher's efficacy in various dimensions of teaching. Therefore, the null hypothesis is accepted. Generally, the result of this suggests that instructional coaching must be implemented consistently to meet the effectiveness of this program to attain the teachers' efficacy among physical education teachers. [ABSTRACT FROM AUTHOR]

The coaching literature emphasizes the role of the coach–coachee working alliance in obtaining positive coaching outcomes and proposes that a good match between coach and coachee promotes this working alliance. However, existing coaching research has some methodological shortcomings that limit drawing robust conclusions about the importance of coach–coachee fit and working alliance for coaching effectiveness. In this study, we investigate coach–coachee fit as an antecedent of the working alliance and its effects on coaching outcomes. Using a three‐wave study design, 184 coachees participating in a workplace coaching program in healthcare answered online surveys before, halfway‐through, and approximately one month after coaching. We measured both coachee‐rated and coach‐rated working alliance and, based on person‐environment fit theories, we included three measures of coach–coachee fit, that is similarity‐fit, general needs‐supplies fit, and idiosyncratic needs‐supplies fit. Multilevel path modelling revealed that only idiosyncratic needs‐supplies fit, where the coach fulfils a coachee's unique needs, related positively to coaching satisfaction through coachee‐rated working alliance and predicted improved goal attainment. Coachees’ similarity‐fit related positively to their assessment of the working alliance but, unexpectedly, predicted lower coaching satisfaction. Coach‐ and coachee‐rated working alliance related to coaching satisfaction but not goal attainment. These findings make a unique contribution to current debates in the coaching and person‐environment fit literatures and advance our understanding of the role of coach–coachee fit and working alliance for affective and behavioural coaching outcomes. [ABSTRACT FROM AUTHOR]

This pilot study examined the utility of a practice-based coaching (PBC) intervention in Swedish elementary schools designed to support the classroom climate and benefit students. The intervention involved activities, self-assessment, observation, and coaching to the teachers, with the aim of improving the classroom climate and students’ self-concept, prosocial behavior, well-being, and academic achievement. The design was a cluster randomized trial with the school as the assignment unit. Participants in the intervention were 66 students in four classes, and in the control, four classes with 77 students. The duration of the intervention was five months. An autoregressive structural equation model was estimated. The correlations between the latent variables at pre-test ranged from low to high. There were significant standardized path coefficients concerning all the latent variables pre- and post-test. The estimates of the intervention at the post-test were non-significant. The results suggested a longer duration of the intervention with more frequent coaching sessions, which may enhance its effect. [ABSTRACT FROM AUTHOR]

The study uses the decolonial lens to disrupt the contentious dominance of whiteness in leadership development, not to mention in coaching, in management and organization studies (MOS). It contributes insights into how a decolonizing coaching space enables and guides a coachee to reflect and rethink the navigation of the realities of her decolonial identity. The decolonial identity encapsulates the authentic self and the neoliberal identity is the plastic self in a neoliberal university context. Universities' pervasive and normalized neoliberal discourse has become a "paradigm"--the overarching worldview through which universities' visions, missions, strategic objectives, and values are constructed. For academics to thrive in their performance and "walk on water" in achieving performance targets, they ought to embrace being academic capitalists, which shapes idealized neoliberal identities--conforming identities, complicit in undermining social, economic, and epistemic justice. Qualitative research methods were utilized to conduct a reflexive study, and data collected from the reflections and reflexive dialogues in leadership development coaching sessions and journals were thematically analyzed. The study reveals that the coach and coachee's shared decolonial identity offered counter-narratives that unmask the dominant great "white" man leadership in organizations. It also illuminates insights into the significance of black feminist pedagogy in the coaching process to honor the coachee's decolonial identity and rich cultural experiences. It enabled her to explore them critically and derive meanings from developing decolonizing, critically conscious leadership strategies for emerging transformation challenges. Meaningful dialogue dimensions emerged, which served as lenses that steered a decolonial approach in supporting the coachee to reflect and rethink the leadership performance vision, strategic objectives, action plans, implementation, and monitoring. [ABSTRACT FROM AUTHOR]

We conducted a rapid review examining the effectiveness of organisational interventions intended to improve job-related wellbeing of adult employees working from home. A systematic search was conducted on MEDLINE, PsycINFO, and Social Sciences Citation Index in June 2021. Studies were included of adult employees working from home, with wellbeing interventions implemented by organisations for all (or groups of) employees and study designs with any (or no) comparator group. Outcomes were quantitative/qualitative data related to employee psychological and subjective well-being. A total of 1906 unique records were retrieved, of which five studies with a total of 332 participants were included. All five studies included an online intervention, and each had a different type of intervention: well-being and performance coaching; positive psychology coaching; employee empowering sessions; corporate wellbeing programme; and yoga. Interventions showed a pattern of reducing stress levels and enhancing wellbeing. Review results should be interpreted with caution due to study small sample sizes, occurring during the pandemic and having inactive control or no control group, which may mean fluctuating levels of stress unrelated to interventions. The nature of the rapid review meant grey literature may have yielded more studies. This review was registered on Prospero (CRD42021262655). [ABSTRACT FROM AUTHOR]

This paper sheds light on the substantial challenges faced by schools today in the UK, especially in the aftermath of a negative school inspection report. Stigmatised and labelled as 'faliing' and with limited support, staff within these schools are often emotionally exhausted and professionally traumatised (Jeffrey & Woods, 1996), when they begin the arduous journey towards school improvement. A longitudinal study, implemented within a secondary school located in an economically and socially disadvantaged region of Wales, focuses on the outcomes of a school-wide talent development program, with a strong emphasis on coaching, made available to staff in all roles, from caretaking to leadership. Through the adoption of a data-driven, strategy-aligned, professional development programme, this paper describes how the internal talent of the whole school was harnessed and directed towards a transformative shift: one that took the school from an initial inspection assessment of 'in significant need of improvement' to a more favourable 'satisfactory' rating and beyond. Central to this programme was a coaching initiative aimed at bolstering staff self-efficacy, which over time resulted in significant improvements in staff wellbeing, team resilience and overall performance, benefiting both staff and students across the school. This study highlights the efficacy of an inclusive, school-wide approach to staff development, with coaching playing a pivotal role in driving positive change. [ABSTRACT FROM AUTHOR]

This quasi-experimental study explored the potential ripple effect of executive coaching on the wellbeing of coaching clients' subordinates across six different measures. A coaching intervention was delivered to six executives with subordinate wellbeing measured before and after. No overall significant improvements were observed in subordinates' wellbeing but significant improvements were found in workplace wellbeing among older employees (p <.05) and social wellbeingamong hybrid workers (p <.05). However, the pre-and post-test quantitative methodology means that the causal factors for these changes cannot be identified so we cannot definitively conclude that a ripple effect occurred. This demonstrates the difficulty of measuring the impact of 'real world' coaching within complex organisational structures, adding to the discussion around the need for more research into the impact of systemic coaching to validate executive coaching as a value-enhancing intervention that can deliver organisational-wide benefits. [ABSTRACT FROM AUTHOR]

Coaching researchers from different academic disciplines have been occupied for years in exploring the constraints and barriers that women face when entering the coaching profession, not only at the level of individual agency but also at a structural and socio-cultural level. This paper reprises some of their findings and recognises that historians of coaching have made little contribution to the debate, apart from confirming the critical part played by networks, community, and experience in facilitating coaching careers. While the existing historiography has focused almost exclusively on male coaching practices and on a masculine orientated cultural heritage of coaching, attention is drawn here to the way in which the limited literature on women in coaching has been the result of adopting a very narrow definition of 'coach'. This introduction to the special issue of Sport in History highlights the range of terms historically used by women in coaching-related roles and the way in which women transcended social constraints to become coaches. Although the 'herstory' of sports coaching is only just being uncovered, these contributions represent an important stimulus to the further development of the topic and the paper concludes by highlighting how historians of women's coaching will be taking their research forward. [ABSTRACT FROM AUTHOR]

The article is a book review of "Elevate Your Leadership Skills: Ten Practices to Lead with Purpose and Passion" by Elliott Gomez, PhD. The book aims to teach readers how to develop their leadership skills and brand their leadership style. It provides ten practices for improving leadership, such as leading from the floor, being accountable and accessible, and leading with fairness. The book is structured well and includes personal stories and examples to illustrate each practice. It is recommended for existing or emerging leaders in any field. [Extracted from the article]

As the sport industry witnesses a surge in the type and volume of data-driven decisions, the general question of the process of information development remains: how is data used to develop meaningful information? And does the presence of novel quantitative data sources lend greater objectivity to match analysis? Study 1 examines how 12 football analysts use the same qualitative (video) and quantitative (event and position) data to develop information constituting a typical opponent report for an upcoming match, while Study 2 investigates the agreement between grade evaluations of these opponent reports by numerous professional coaches. Findings of Study 1 through independent-samples t -tests (t (18) = 3.922, p = 0.001) indicate a clear dominance of qualitative video data over quantitative event and position data in all opponent reports. Despite the presence of quantitative data sources, analysts tend to prefer annotated video data. Possible relations to previous experience and familiarity with data, coach–analyst preferences and biases are discussed. Results from Study 2 show extremely weak intra-class correlations (ICC) (r = 0.147; p = 0.011) between different grades awarded to the same video, depicting a clear lack of agreement in what coaches consider a good opponent report. Furthermore, coaches most valued the comprehensibility and relevance of the report. No significant associations were found between use of either data type and better grades. The subjectivity of the coaching process highlighting preferences regarding data validity and negotiations of adopting new key performance indicators (KPIs) is discussed, alongside limitations of the sample as well as the level of coach–analysts involved. [ABSTRACT FROM AUTHOR]

Working alliance theory describes the therapist–client relationship in psychotherapy and has been adapted to study workplace coaching effectiveness. The application of this theory in workplace coaching research has produced mixed results suggesting that additional factors could be at play. In workplace coaching, the organization often pays for and influences the coaching process. The role of the organization in the working alliance between coach and coachee has, however, not been studied sufficiently. his exploratory, hybrid deductive–inductive qualitative study used the Working Alliance Inventory as theoretical lens to examine coachees' perspectives on the organizational role in the coach–coachee working alliance. The findings indicate that organizations have a direct impact on the bond, task, and goals of the working alliance by facilitating the coaching process, influencing the coaching agenda and contract, and through coach selection. This tentative analysis suggests that measurements of the working alliance should be extended to include these organizational aspects. [ABSTRACT FROM AUTHOR]

The article "Future of AI in HR Technology: Insights from the HR Technology Conference 2024" by Renee Gross discusses how artificial intelligence (AI) is transforming traditional HR functions through automation and data-driven decision-making. AI tools are revolutionizing talent management, automating tasks, and enhancing decision-making processes in HR. The integration of AI in HR technology is reshaping the manager-employee dynamic, improving the candidate experience, and empowering HR teams, business leaders, and employees. The article highlights the transformative impact of AI in HR and its potential to revolutionize talent management practices in the future. [Extracted from the article]

Introduction: This paper deals with the question on how sport performances may be influenced by internal, emotional processes, which stem from outside feedback. Methods: In terms of methods, players’ subjective performance ratings for four experimental auditory cue conditions were examined; these included both ‘positive’ and ‘negative’ stadium noise, ‘no (auditory) conditions,’ and a control/‘baseline’ condition. This resulted in a qualitative-analytic data set that was obtained succeeding each auditory cue condition using a unique football training machine (i.e., known as ‘Footbonaut’). Without having received any coaching/performance feedback, players were asked to rate and individually comment on their perceived performance ratings for each experimental auditory condition. Results: Findings indicate stronger and more significant correlations between auditory conditions and subjective ratings compared to the non-auditory condition and its subjective rating. Furthermore, data provides initial insight into players’ emotional experiences during each of the practice conditions. Discussion: These noteworthy findings on players’ abilities to accurately judge their performances based on selfmonitoring and intrinsic feedback are discussed from an Ecological Dynamics perspective, linked to a Nonlinear Pedagogy for coaching. Here, representative and affective learning designs for skill learning and performance preparation are presented. Finally, a hypothetical catalyst effect of auditory stadium noise on subjective performance rating is proposed. [ABSTRACT FROM AUTHOR]

The purpose of this study was to determine and analyze: (1) Competence (2) Teacher Development; (3) Teacher Performance; and (4) The Effect of Teacher Competence and Development on Teacher Performance at Bhakti Kencana Vocational High School Bandung, both simultaneously and partially. The research methods used in this research are descriptive survey and explanatory survey, the unit of analysis in this study are employees in the environment of Bhakti Kencana Bandung Vocational High School Teachers with a sample of 36 people. The type of investigation is causality, and the time horizon in this study is crosssectional. Based on the results of the study, it is found that the competence of Bhakti Kencana Bandung Vocational High School teachers is good, the coaching of Bhakti Kencana Bandung Vocational High School teachers can generally be said to be good, the performance of Bhakti Kencana Bandung Vocational High School teachers is currently considered good. Teacher competence and coaching simultaneously affect the performance of Bhakti Kencana Bandung Vocational High School teachers. However, partially, competence dominantly affects performance rather than teacher coaching. Because Competence is more dominant in influencing Performance, being the first priority in improving Performance, Teachers of Bhakti Kencana Bandung Vocational High School are expected to consistently follow the training organized, so that they are able to work more professionally. [ABSTRACT FROM AUTHOR]

The predominant focus of theory and research on managerial coaching has primarily examined how managerial coaching behaviors affect subordinates' job-related variables. We deviate from this prevailing research approach, examining the potential influence of managerial coaching on subordinates' psychological distress. Specifically, based on the Conservation of Resources (COR) theory, we hypothesize that managerial coaching affects subordinates' psychological distress through the mediating role of psychological capital (PsyCap), and that growth need strength (GNS), moderates this indirect association. We employed a cross-level moderated mediation model and collected data from 288 subordinates within 76 teams. The results indicated: (a) Managerial coaching showed a negative correlation with subordinates' psychological distress; (b) Subordinates' PsyCap mediated the link between managerial coaching and their psychological distress; (c) The indirect connection between managerial coaching and subordinates' psychological distress through PsyCap was moderated by GNS, showing a more pronounced effect for subordinates with low GNS compared to those with high GNS. This study offers insights into the mediating role of PsyCap, clarifying how managerial coaching affects subordinates' psychological distress. The findings enhance existing literature by introducing GNS as a significant moderator, shedding light on the factors contributing to subordinates' heightened psychological distress in response to managerial coaching. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to explore how HR leaders can help their managers ditch the traditional command-and-control leadership style and instead adopt an enquiry-led management approach – Operational Coaching®. This approach helps managers to develop coaching-related behaviours in their day-to-day interactions with teams, to cultivate a culture that is more collaborative, inclusive and innovative with measurable improvements in engagement, productivity and performance. Design/methodology/approach: Responding to the UK's woeful productivity and employee engagement levels, the Government sponsored a large-scale academic research study (designed, conducted and independently evaluated by the London School of Economics, LSE) to assess the impact of managers learning to use an Operational Coaching® style of management. Managers in 62 organisations across 14 sectors worked through a learning programme designed to build managers' confidence in using intentional enquiry as a part of their everyday management style. Findings: LSE proved, statistically significantly, that managers increased the amount of time they spent coaching their team members by an average of 70% and generated a 74 times return on investment. LSE also noted that intervention group organisations indicated a positive sixfold improvement in employee retention than in control group organisations. Originality/value: When managers learn to use an Operational Coaching® style of management in their day-to-day work with others, it allows them to learn how to challenge, support and grow the capabilities of their team members in ways that measurably benefit the individual and the organisation. Colleagues are more engaged, recognised and rewarded. As their competency and confidence grows, managers are released from aspects of their to-do lists and are able to invest even more attention towards coaching their team members. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to explore why creating a mentoring culture can help to transform businesses and solve key recruitment, training and development and retention issues. It looks at what a mentoring culture is and the benefits and provides advice for companies on how to build this kind of culture. Design/methodology/approach: This paper considers the approach taken by leadership coaching company The OCM to develop effective coaching and mentoring programmes which can contribute to organisational success in an ever-changing business environment. This paper explores current business challenges and how they can be overcome. Findings: Creating a mentoring culture can transform a business. It can address many talent and leadership-based challenges and tap into the potential of knowledge transfer across a multi-generational workplace. The paper includes two case studies of organisations whose experiences of mentoring and coaching have been overwhelmingly positive and led to much-needed cultural shifts. Originality/value: This paper attempts to raise awareness of the benefits of mentoring and coaching as an effective method for attracting, developing and retaining people and meeting the challenges of a modern workplace. [ABSTRACT FROM AUTHOR]

Purpose: This study explores factors that influence the initiation of leadership coaching relationships that include externally employed coaches and school administrators. Design/methodology/approach: This qualitative research study includes semi-structured interviews, observations and documents collected across three academic years within the context of a university-based leadership coaching program. Participants included six leadership coaches and six school administrators who participated in the program. Findings: Qualitative analysis indicates that gender and race, prior professional experience, pre-existing professional relationships and the complexity of the district's organizational structure influence the initiation of the coaching relationship. Research limitations/implications: Confidentiality restrictions imposed by the program limit opportunities for member checking and other forms of triangulation. Additional data collection using more expansive research methods would help address this limitation. Originality/value: This study contributes to the sparse literature about leadership coaching with school administrators by describing how different factors influence initiation coaching relationships. [ABSTRACT FROM AUTHOR]

This paper aims to empirically assess the effectiveness of training services on borrowers' repayment performance in a leading microfinance institution in Tunisia. The two training services analysed are financial education and entrepreneurial coaching. Financial education as basic capital management training does not impact repayment performance. On the other hand, coaching programs to strengthen the technical, managerial, and marketing skills of microentrepreneurs significantly improve repayment performance. These results are obtained through an ordered probit model with endogenous treatment accounting for selection bias and endogeneity problems arising from unobservable factors that influence both the use of training services and repayment quality. These results remain significant after restructuring the sample into more homogeneous borrowers' groups and confirm the hypotheses of the human capital theory. The determinants of training services are also explored. The findings confirm the importance of integrated microfinance strategies, especially in remote rural areas. Combining microcredit with coaching will empower the poor to foster their entrepreneurial skills, productivity, and thus their repayment ability. This study sheds more light on how microfinance institutions can improve their programs in developing countries, which often suffer from a lack of technical and vocational training, the main handicap for transitioning young people to the labour market. [ABSTRACT FROM AUTHOR]

Managerial coaching remains a widespread and popular organizational development intervention applied across numerous industries to enhance critical workplace outcomes and employee attitudes, yet no studies to date have evaluated the temporal precedence within these relationships. This study sought to assess the predictive validity of the widely used Employee Perceptions of Supervisor/Line Manager Coaching Behavior Measure managerial coaching scale (CBI), employing a longitudinal design and following the testing of the causal hypothesized relationship framework. Three hypotheses were evaluated using three commonly associated variables with managerial coaching (role clarity, job satisfaction, and organization commitment), using longitudinal data collected over two waves from full-time US employees (n  =  313). The study followed a two-wave design, collecting data over two time points to test for longitudinal measurement invariance and three reciprocal cross-lagged models. Results detected statistically significant cross-lagged and reciprocal cross-lagged effects in the role clarity and organization commitment models, highlighting a reciprocal relationship between managerial coaching behaviors and the two variables. However, only the reciprocal cross-lagged effect was statistically significant in the job satisfaction model. Findings suggest the predictive validity of the CBI scale for role clarity and organization commitment. Moreover, results indicate employee attitudes influenced managerial coaching behaviors over time across all three models, emphasizing the potential impact of employee attitudes on leadership effectiveness. This study highlights the complex relationships between managerial coaching and workplace outcomes, offering nuanced insights for improved understanding. [ABSTRACT FROM AUTHOR]

Subjective knowledge is a significant factor influencing individuals' behaviors. It plays a critical role in preventing people from tragic event during open water activities (OWAs). However, a measurement scale for subjective knowledge in OWAs has not been developed and comprehensively investigated in the field of maritime and coaching studies. Therefore, this study aimed to develop and validate a subjective knowledge scale in OWAs (SKS-OWA) to better understand participants' safety perceptions. We collected data from individuals who participated in OWAs within three years in Singapore. This study conducted the pilot study (n = 260) and the main study (n = 453) and employed a rigorous scale development procedure to assess the psychometric properties of the SKS-OWA. The findings of this study contribute to a better understanding of subjective knowledge in OWAs, and the SKS-OWA can be used to help coaches and practitioners to plan their training programs, increase public awareness, and reduce the rates of deaths from drowning. [ABSTRACT FROM AUTHOR]

Drawing upon the transformative power of questions, the paper investigates questioning sequences from authentic coaching data to examine the systematic use of a particular succession of formulation and question and its impact on inviting self-reflection processes in the client and eliciting change. The object of investigation in this paper are therefore questioning sequences in which a coach asks a question immediately after a rephrasing or relocating action, prompting the client to respond in an explicit or implicit way. The coach hereby shifts the focus to a hypothetical scenario, prompting the client to change her perspective on the matter and reflect on her own statements, ideas and attitudes from an outside perspective. The paper aims to contribute to closing the research gap of the change potential of reflection-stimulating action techniques used by coaches, by investigating one of many ways of how questions can be powerful tools to invite a change of perspective for the client. The study focuses on one coaching process consisting of three sessions between a female coach and a female client, utilizing a single case study approach. The data collection was part of the interdisciplinary project “Questioning Sequences in Coaching”, comprising 14 authentic coaching processes. The analysis follows Peräkylä’s Transformative Sequences model, examining the first position including the formulation and the subsequent question, the client’s response, and the coach’s reaction to the response. On a practical level, the main purpose of this paper is not to contribute to the many ways practical literature recommends coaches how to do their work and how to ask questions, but rather to show in what ways the elicitation of self-reflection processes in clients has been achieved by other coaches in authentic coaching sessions. [ABSTRACT FROM AUTHOR]

The integration of the formal education system of higher education and pesantren the University of Darussalam (UNIDA) Gontor necessitates the attainment of distinctive student competencies. The question that arises is: how is UNIDA Gontor’s strategy in achieving student competence? Therefore, this research aims to conceptualize UNIDA Gontor’s strategy for achieving student competence. This research is field research with qualitative data, specifically using a grounded study approach. Data sources were obtained through interviews, observations, and various other documentation. The findings of this research are: First, the strategy is carried out by UNIDA Gontor by preparing daily, weekly, monthly, semesterly, and annual coaching programs. Second, the programs focus on thinking, spiritual, sport, and art exercises. Third, coaching with the ‘learning-by-doing’ method. Fourth. The coaching program is based on the values and philosophy of pesantren life. This research aims to generate theoretical conclusions regarding Islamic Human Resource Development (I-HRD) will emerge, which have implications for building pesantren management as a typical Indonesian educational institution in general, and especially pesantren universities, which are currently growing in Indonesia. [ABSTRACT FROM AUTHOR]

Introduction: This study investigates clients' resisting practices when reacting to business coaches' wh-questions. Neither the sequential organization of questions nor client resistance to questions have yet been (thoroughly) investigated for this helping professional format. Client resistance is understood as a sequentially structured, locally emerging practice that may be accomplished in more passive or active forms, that in some way withdraw from, oppose, withstand or circumvent various interactional constraints (e.g., topical, epistemic, deontic, affective) set up by the coach's question. Procedure and methods: Drawing on a corpus of systemic, solution-oriented business coaching processes and applying Conversation Analysis (CA), the following research questions are addressed: How do clients display resistance to answering coaches' wh-questions? How might these resistive actions be positioned along a passive/active, implicit/explicit or withdrawing/opposing continuum? Are certain linguistic/interactional features commonly used to accomplish resistance?. Results and discussion: The analysis of four dyadic coaching processes with a total of eleven sessions found various forms of client resistance on the activepassive continuum, though the more explicit, active, and agentive forms are at the center of our analysis. According to the existing resistance 'action terminology' (moving away vs. moving against), moving against or 'opposing' included 'refusing to answer', 'complaining' and 'disagreeing with the question's agenda and presuppositions'. However, alongside this, the analysis evinced clients' refocusing practices to actively (and sometimes productively) transform or deviate the course of action; a category which we have termed moving around. [ABSTRACT FROM AUTHOR]

Coaches develop and use strategies to gain access to teachers' classrooms to support teacher learning and instructional improvement. These strategies respond to the specific conditions in which coaches work, including organizational structures and interpersonal factors that can either facilitate or impede access. In this interview study of 28 content-focused coaches in one district, we used a micropolitical lens to explore the forces that influenced coaches' access to teachers' classrooms. Ultimately, we identified nine distinct forces that either supported or constrained coaches' access to classrooms. These forces were bound together in a micropolitical system of interpersonal and structural forces influenced by larger macropolitical forces. Interpersonal forces emanated from three kinds of actors in the school organization: administrators, teachers, and the coaches themselves. Implications for the application of micropolitical theory to future research on the negotiations inherent to coaching and the implications for school districts seeking to establish an effective coaching program are discussed. [ABSTRACT FROM AUTHOR]

Ongoing concerns have been expressed about the poor rehabilitative climate of youth detention centers, with a number of government inquiries examining the nature of the centers and how to improve their rehabilitative culture. Emerging research points to staff training and support as mechanisms to improve institutional climate. This study examines the impact on institutional climate of training and coaching staff in effective practice skills. Staff and young people, across three Australian detention centers, were administered a validated social climate measure prior to and 3 to 6 months following training and coaching. The social climate improved at a statistically significant level for staff. For young people the social climate improved but the improvement was not statistically significant. The measure was also administered at two control sites for staff where minimal changes in social climate were seen, suggesting that the staff improvements flowed from the training and coaching rather than from other organizational factors. It is concluded that training and coaching improved detention center social climate for staff although the study does not provide evidence that it improved significantly for young people. [ABSTRACT FROM AUTHOR]

The article aimed at investigating the Reality of organizational climate in departments of sports activities in Jordanian Universities from viewpoint of their sport coaches its Employees according to personal variables (gender, the main game that you rain, work destination, and years of experience). The researchers used the descriptive approach. The study sample consisted of (80) male and female. Data was collected through the use of an organizational climate scale which was adopted from (Amabaile et al, 1996) includes (24) items divided into six subscales (Support and encouragement by Director, Resources, Cohesion and teamwork, Openness to innovation, Challenge, Autonomy). To analyze the data, means, standard deviations, percentages, (MANOVA) and Scheffe's test were used. The results indicated that the Reality of organizational climate in departments of sports activities in Jordanian Universities from viewpoint of their sport coaches its Employees was moderate on the fields. There are statistically significant differences on the Autonomy subscale attributed to the gender variable in favor of males, work destination in favor of government university, years of experience in favor of category (from 11 years and over). The researchers recommend reconsidering the planning process by the in departments of sports activities in Jordanian Universities to improve the work climate to keep abreast of developments in the environment of sports organizations, provide resources and workshops, support coaches and motivate them to provide creative ideas and solutions to advance the level of university sports. [ABSTRACT FROM AUTHOR]

Prisoners in cases of criminal acts of terrorism in correctional institutions (prisons) do not receive maximum legal awareness or national and state awareness. Guidance is carried out only to relieve obligations for correctional guardians, community counselors and other related agencies. This training does not have much influence on legal awareness programs national and state awareness for terrorist prisoners, so many still do not recognize the Unitary State of the Republic of Indonesia. The aim of this research is to analyze the ideal model for developing terrorist prisoners in Indonesian Correctional Institutions in realizing progressive-based legal awareness. The research methodology uses a sociolegal approach which emphasizes the social phenomena that occur. The social phenomena in question are the principles and thoughts of terrorist prisoners and guidance officers related to the implementation of punishment and the guidance process carried out in prisons. The findings show that the development of legal awareness, national and state awareness by correctional guardians, community counselors, and Densus 88 Polri is not running using a planned and structured program. Coaching is only carried out based on the experience of the actors, so the impact produced by the coaching is not very successful in the program. The coaching program is to create a coaching model with prisons as the coaching center by involving the Ministry, non-governmental organizations and other stakeholders. [ABSTRACT FROM AUTHOR]

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This case explores Coach Rosa's efforts to gain access to teachers' classrooms to support teaching and learning. As Rosa demonstrates, working to gain access is a complex coaching practice and coaches cannot assume that their classroom access at any school is universal. School leaders, including district administrators, principals, coaches, and teacher leaders, using this case will learn about the wide range of access-granting strategies Rosa strategically leveraged to support her classroom entry for coaching work. Furthermore, school leaders will have the opportunity to reflect upon their own classroom access for coaching work and consider which access-granting strategies may enhance their access. [ABSTRACT FROM AUTHOR]

With the rise of many coaching regulatory organizations, such as The International Coaching Federation (ICF) and the European Mentoring and Coaching Council (EMCC) in the Middle East and North Africa (MENA), women are becoming central to the dialogue. This is especially the case with The Gulf Cooperation Council (GCC) countries (GCC, 2024) which sees encouraging women and providing empowerment tools and strategies as part of the future strategic transformation in the region. This research essay is based on a survey conducted to explore public opinion on women's participation in coaching as leaders and coaches in Arab local organizations. The survey was launched and circulated in social media and WhatsApp groups using Google Forms. The data collected are representative of both women and men who live and work in Arab cultures and speak Arabic. The survey conveys the perceptions, beliefs, and values of the participants and how they view women's empowerment, leadership, and coaching in organizations. The purpose is to inform women coaches, policymakers, and consultants who support organizational development in MENA. This data-driven article will help enrich the lives of professional women in the field of coaching while supporting practitioners in understanding the landscape. [ABSTRACT FROM AUTHOR]

Existing research documents the percentage of women head coaches of women's intercollegiate sport teams which has remained stagnant for over 30 years, barriers women face, and women's intentions, aspirations, and decisions to leave coach ing. The purpose of this study was to longitudinally examine head coach occupational trends and employee turnover of a select group of women's teams within elite intercollegiate conferences. Data on head coach gender, age, and attribution given for employ ee turnover was collected between the 2012-2013 and 2020-2021 academic years. Based on the data, gender and age-related employee turnover patterns emerged. Men are more likely to obtain coaching positions regardless of reason for separation and twice as likely to be employed at the same level and position than women. Women enter at a younger age and voluntarily leave head coaching positions at higher rates than men. Data herein will help illuminate patterns of gender discrimination experienced by women sport coaches. [ABSTRACT FROM AUTHOR]

Introduction: Managerial coaching is considered a powerful developmental intervention in the workplace that has gained tremendous popularity in recent years. A growing base of scholarship examining the efficacy of this form of coaching has identified numerous benefits, primarily for employees receiving this form of coaching, and some limited attention has focused on benefits for managers who coach. However, an important topic related to managerial coaching that has gone under-explored is the beliefs that managers have about coaching. Since beliefs often guide behaviors, obtaining a more robust understanding of the beliefs that guide managers who serve as coaches is warranted and several scholars have called for more research on this aspect of managerial coaching. Therefore, the study reported here presents a subset of findings that relate to the coaching behaviors that managers enact along with a comprehensive understanding of their guiding beliefs. Methods: These specific findings are drawn from a larger qualitative multi-case study employing an adaptation of the critical incident technique that was designed to examine the beliefs, behaviors, and learning and development outcomes for both managers who coach and their respective coachees. This larger study obtained perspectives about these aspects of managerial coaching from both the coaches and coachees which also reflects an approach seldom taken when researching managerial coaching. Results and Discussion: Four research questions are addressed here: 1) What are the behaviors enacted by managers who coach (facilitate the learning of) their employees from the perspective of managers; 2), what are the behaviors enacted by managers who coach (facilitate the learning of) their employees from the perspective of employees; 3) What are the beliefs held by managers who coach (facilitate the learning of) their employees from the perspective of managers; and, 4) What are the beliefs held by managers who coach (facilitate the learning of) their employees from the perspective of their employees (coachees)? In addition to thick rich descriptions that illustrate these findings, implications for theory, research, and practice are also discussed. [ABSTRACT FROM AUTHOR]

Managerial coaching skills play an important role in human resource strategy which can be utilized by companies by providing the impact of training to broaden employ-ee perspectives and improve employee performance. The goal of this study is con-ducted to investigate the connection between Managerial coaching skills to team-level architectural knowledge and team performance. Quantitative research is used in this field with the technique purposive sampling was used, and questionnaires were handed out to 120 permanent employee respondents at Indonesian sharia non-banking financial institutions aged 23-50 years and are in the Tangerang Regency area. The primary data was analyzed using the method of Structural Equation Mod-eling (SEM). The three assumptions put forth are supported by the study's findings, which also show that team-level architectural knowledge has the biggest direct impact on team performance. Then managerial coaching skill has the greatest indirect effect on relationships between team-level architectural knowledge with team performance. This research contributes to companies in maintaining and improving team performance looking at several factors, teamlevel architectural knowledge is formed from optimal and measurable managerial coaching skill. The researcher advises broadening the study's scope and seeking objects in related domains as subsequent investigation. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study was to discern the combination of personality traits that most contribute to effective leadership styles in individuals belonging to Generation Z. Design/methodology/approach: We utilized a structural equation model to analyze data from 244 higher education students in Mexico. This approach allowed us to examine the relationship between personality traits, leadership styles, and perceived effectiveness. Findings: Our findings indicate that the transformational leadership style is the most impactful among Generation Z individuals. Furthermore, the personality traits of Openness and Conscientiousness emerged as the most influential in relation to effective leadership styles. Research limitations/implications: Despite valuable insights, limitations exist due to small sample size (n=244) from one institution, restricting generalizability. The cross-sectional nature provides a snapshot, not accounting for societal/technological shifts affecting Generation Z over time. Self-reported data may suffer from biases. The cultural context focuses solely on a Mexican educational setting. Future research calls for larger, more diverse samples across institutions/countries with longitudinal data to offer enhanced, nuanced understanding of evolving leadership and personality traits within Generation Z. Practical implications: Organizations could enhance effectiveness by fostering transformational leadership among Generation Z employees through coaching/training programs tailored for this cohort. Academically, business curricula would benefit from integrating insights on aligning leadership styles with inherent personality traits. Social implications: Transformational leadership emergence within Generation Z may propagate leaders equipped to drive innovation, convey visionary goals, and evoke follower commitment to address pressing societal issues. Originality/value: To our knowledge, this study represents the first investigation within the Mexican context examining the interplay of personality traits, leadership styles, and effectiveness among Generation Z individuals. [ABSTRACT FROM AUTHOR]