Promoting Leadership Skills in Teachers with Coaching

Abstract

Today, the acquisition of additional skills by the teacher is a central fac tor in addressing contemporary changes in educational practices. Parallel to this, teaching profession requires an identity and practical teaching skills to improve the ability to help the younger generation in their self-realization. As a result, the teacher is no longer just a disseminator of knowledge, but a professional committed to consolidating his/her profile through paths of training and cultural growth, participation in experiences that intertwine teaching activity, with multi disciplinary design, educational research and ongoing training. Taking a closer look at how coaching can support teachers’ development, this study aims at explor ing how teachers’ knowledge can be expanded through coaching, and understand ing how coaching can be an educational, relational and motivational competence. So, we should seek answer to the following question: What is the better way to invest in the professional learning of teachers? Having a reflective approach to help the teachers develop skills naturally reinforces their inner doubt and dissatisfaction regarding what they do, which in turn encourages them to reflect on their actions, play the role of the researcher in collecting data, and use critical thinking to reach a deeper understanding of the problem, and thus develop appropriate solutions for it. For this reason, the paper aims at analyzing the empowerment of leadership skills and soft skills of teachers through an individual coaching intervention because a range of contemporary publications forcefully argue that teachers should play a far more central role in decision making and policy formation.