Principal Perspective from Coaching Teachers lessons Thesis

Principal Perspective from Coaching Teachers lessons - thesis Example2.0 Introduction Leadership in education has been defined in a plethora of shipway over the last decades and this accumulation of varied definitions serves to make the immense differences in opinions and discernment about domesticate leadershiphip more apparent. Historically, educational leadership was intended a means of support for teaching staff by heads of department, school principals, lead or master teachers, social workers, supervisors and education specialists (Sparks, 2002 Sledge & Morehead, 2006). During the twentieth century the graphic symbol of school leaders has changed significantly, and as Suskavcevic & Blake (2001, p.2) point out, it has been highly transformative. They further claim that in the 1930s the radical role for principals was as scientific manager in the 1940s it was as democratic leader in the 1970s it was as humanistic facilitator in the 1980s it became as instructional leader (p .2) and currently it is as transformational leader (p.4). ... To understand the concept of coach, particularly instructional coaching 4. To determine the role of principal in association with instructional coaching 5. To determine how principals perceive their role in association with instructional coaching 3.0 Literature Review 3.1 What is school leadership? As far back as 1954, Mackenzie & Stephen considered the principal of a school to be the leader in terms of instruction (cited in Greenfield, 1987). They considered leadership to be a natural accompaniment of the goal-seeking behavior of human beings (p.4), and that any pursuits undertaken by one teacher that assists in new(prenominal) teacher achieving their goal is an example of leadership. They further purport that leadership can be assumed by anyone considered as having control and means of what others want (p.9) and that the concept is dynamic and thus forever changing alternatively than being constant (p.10). Wasley (1 991, p. 64), on the other hand, claims leadership is the ability to encourage colleagues to change, to do things they wouldnt ordinarily consider without the influence of the leader whereas Bolman & Deal (1994) consider that every teacher is a leader. Kowalski (1995) adds to their argument and considers teacher leaders to be teachers who are authorized and given the power to make pertinent decisions that impact on educational processes and educational outcomes. Katzenmeyer & Moller (2001) disillusioned with school leadership, and after a comprehensive review of literature, past experiences, and discussion with principals and other educational leaders, arrived at the conclusion that the definition of educational leadership is evolving and that teachers who are