Doubleloop Learning: A Coaching Protocol for Enhancing Principal Instructional Leadership

• Autores: Gary W. Houchens, Janet Hurt, Rebecca Stobaugh, John L. Keedy
• Localización: Qualitative Research in Education, ISSN-e 2014-6418, Vol. 1, Nº. 2, 2012, págs. 135-178
• Idioma: inglés
• DOI: 10.4471/qre.2012.08
• Títulos paralelos:
  • Aprendizaje de Doble Ciclo: Sistema de Formación para la Mejora del Liderazgo Educativo de Directores
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 1 Cita
• Resumen
  • español

    El coaching ejecutivo es habitual para mejorar la eficacia profesional en los sectores corporativos y en los que no tienen ánimo de lucro. Sin embargo, hay una falta de base empírica que cubra las necesidades de formación de los directores de los colegios. El análisis de este caso práctico explora la implementación de un sistema de formación para directores basado en las teorías prácticas de conceptos creados y explicados por Argyris y Schön (1 974).

    Este estudio se analiza el grado en que un sistema de formación basado en estos aspectos mejora la percepción de los directores de su capacidad de reflexión y eficacia en el liderazgo educativo. Los resultados, para los directores, sugieren que dentro del sistema se valora la estructura, la retroalimentación y la reflexión. Asimismo revelan cómo su nivel de confianza sobre el liderazgo, a punto de convertirse en un problema importante, ha mejorado ayudando y apoyando a maestros en apuros a perfeccionar su práctica docente. También se discuten las implicaciones para futuras investigaciones del sistema de formación y del crecimiento profesional de los directores.

  • English

    Executive coaching has become increasingly commonplace in both the corporate and non-profit sectors as a means of improving professional effectiveness but there is a dearth of empirically-based protocols geared specifically toward the growth needs of school principals. This qualitative case study explores the implementation of a principal coaching protocol using a theories of practice framework based on concepts originally articulated by Argyris and Schön (1 974) and further explicated by the authors in previous publications. This study examined the extent to which a coaching protocol based on theories of practice enhanced principals� self-perceived capacity for reflection and effective instructional leadership. Findings suggest that principals valued the structure, feedback, and reflective dimensions of the protocol and found their confidence level about an important instructional leadership problem � how to support and assist struggling teachers improve their teaching practice � was greatly enhanced. Implications for further iterations of the coaching protocol, as well as future directions of research on principal professional growth, are discussed.

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