Obligatory Coaching in the Context of the Model Project "Talent Schools": A Means for Educational Equity and Improvement of Achievement Outcomes?

Autor/inn/en	Dean, Isabel; Beckmann, Laura; Racherbäumer, Kathrin; Bremm, Nina
Titel	Obligatory Coaching in the Context of the Model Project "Talent Schools": A Means for Educational Equity and Improvement of Achievement Outcomes?
Quelle	In: International Journal of Mentoring and Coaching in Education, 10 (2021) 4, S.466-485 (20 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dean, Isabel) ORCID (Beckmann, Laura)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2046-6854
DOI	10.1108/IJMCE-01-2021-0021
Schlagwörter	Equal Education; Academic Achievement; Administrator Attitudes; Foreign Countries; Educational Improvement; Consultants; Coaching (Performance); Administrator Surveys; Disadvantaged; Talent Development; Outcomes of Education; Social Differences; Elementary Secondary Education; Germany + Suchen Sie Ihr Suchwort? Schulleistung; Ausland; Teaching improvement; Unterrichtsentwicklung; Consultant; Berater; Begabtenförderung; Talentförderung; Lernleistung; Schulerfolg; Sozialer Unterschied; Deutschland
Abstract	Purpose: In the present study, we assessed how school improvement consultants, as part of a six-year model project conducted in North Rhine-Westphalia, Germany, were perceived by school leaders and how they defined their role(s), tasks and working methods as external consultants at the beginning of the project. Design/methodology/approach: Our analyses are based on a mixed-methods approach, involving a standardized online survey of school leaders and 18 guideline-based interviews with school improvement consultants, which were conducted at the beginning of the model project. The interviews were analyzed using qualitative content analysis and typifying structuring of the interview material. Findings: Our results based on the quantitative survey data showed that the school administrators generally rated the collaboration with the external consultants as not very positive. Furthermore, our qualitative findings showed that the school improvement consultants in the model project faced resistance to their coaching efforts, which may be attributed to the obligatory nature of their work on the project. In general, the consulting process appeared to be little differentiated according to the school principals' perceptions of the school needs, with the consultants mainly proceeding as they also do in other coaching processes. Originality/value: This study contributes to our understanding of coaching in improvement activities among schools serving disadvantaged communities by offering insights into the role(s) and working methods of external school improvement consultants. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01