Ledarskap är en viktig aspekt för alla typer av organisationer, hur ledarskapet ska organiseras och vilken ledarskapsstrategi som väljs skiljer sig avsevärt mellan olika organisationer. I denna studie utforskas en särskild ledarskapsstrategi, nämligen coachande ledarskap och dess inverkan på en medelstor organisation inom logistiksektorn. Studien syftar till att fördjupa förståelsen av denna ledarskapsstrategis betydelse och direkta påverkan. För att besvara studiens syfte genomfördes semistrukrurerade intervjuer med både ledare och medarbetare inom företaget, vilket resulterade i totalt tio intervjuer; varav sex med ledare och fyra med medarbetare. Studiens resultat pekar på en övervägande positiv syn på det coachande ledarskapet bland både ledare och medarbetare. Trots detta, framkommer det ett tydligt behov av ytterligare utbildning och fastare ramar kring hur detta coachande förhållningssätt bör praktiseras. De insatser som för närvarande görs för att integrera ett coachande ledarskap framstår som bristfälliga och lever inte upp till företagets ambitioner om att införliva ett coachande ledarskap som ska genomsyra hela verksamheten. Studien föreslår att företaget behöver strukturera upp sin coachingprocess samt en mer skräddarsydd coachingutbildning för ledarna. Detta är nödvändigt för att förverkliga visionerna om en organisation som präglas av ett meningsfullt och effektivt coachande ledarskap. Ett genomtänkt och välfungerande coachande ledarskap har potential att inte bara förbättra interna relationer och arbetsdynamik utan även stärka företagets position i en konkurrensutsatt bransch.

The purposes of this study were to (1) identify the variables affecting peer coaching, (2) the characteristics of peer coaching, and (3) to determine the outcomes of peer coaching. Participants were interviewed individually, face-to-face to gain insight into peer coaching. The interview questions were developed around the three domains in the conceptual framework: variables affecting peer coaching, the characteristics of peer coaching, and the outcomes of peer coaching. This study was conducted in one school division in the Commonwealth of Virginia . Two schools within the school division were randomly selected by the superintendent of schools for participation. Twelve teachers and the principals of these two schools participated in the study. Data were gathered using a teacher questionnaire, a principal questionnaire, and face-to-face interviews with the teachers. The constant comparative method was used to analyze the interview data. The variables found to affect peer coaching were: (a) trust, (b) commitment, (c) administrative support, (d) environment (non-threatening), (e) time (constraints), and (f) teacher attributes. The characteristics of peer coaching were: (a) user friendliness, (b) instructive training, (c) the centrality of observation, and (d) conferencing. The outcomes of peer coaching were: (a) creates support networks, (b) impacts instructional and classroom management practices, and (c) confirms instructional and classroom management practices. These findings may be helpful to school administrators and teachers who are interested in learning about peer coaching and how peer coaching can serve as an ongoing staff development intervention to bring about changes in teachers' instructional and classroom management practices. <strong></strong> / Ed. D.

Administrative support of the instructional coach is critical to the success of instructional coaches in each building (Hall and Simeral, 2008; Knight, 2011; Sweeney, 2018). Effective instructional coaches support the transfer of new skills into practice to positively impact student learning outcomes (Costa and Garmston, 1994; Desimone and Pak, 2017; Knight and Cornett, 2007; Kraft, Blazar, and Hogan, 2019; Showers and Joyce, 1996). The purpose of this study was to identify instructional coaches' perceptions of principal support and the factors that contribute to those perceptions. The study aimed to address the following research questions: 1) What do instructional coaches perceive as principals' knowledge of the role of the instructional coach? 2) How do instructional coaches perceive the actions of principals in support of their work? This descriptive study examined instructional coaches' perceptions of principal support given to instructional coaches in one large, suburban school division in Virginia. Data were collected through an online survey and optional participation in focus groups. Findings included a misalignment between the instructional coaches' knowledge of the role of an instructional coach and that of the principal. Findings indicated the instructional coaches perceived support from the principal as including a shared knowledge of the role of the instructional coach, including the instructional coach in the vision for the school, maintaining regular communication and meetings, following up with teachers after a professional development led by the coach, providing professional development opportunities for the instructional coach, providing access to instructional resources, providing feedback on the work of the instructional coach, and building a relationship with the instructional coach. Implications outlined in the study identify specific actions principals can take to positively impact the instructional coaching in schools. / Doctor of Education / Instructional coaching is a growing method for building the capacity of teachers in schools. Administrative knowledge of the role of an instructional coach and principal support of the work of the instructional coach is critical to the success of the role of the instructional coach. Actions taken by the principal directly impact the perception of support for the work of the instructional coach and either negatively or positively impact the potential for the instructional coach to build capacity in the school. The work of instructional coaches is often interrupted by task assignments by the principal that engage instructional coaches in activities that detract from the instructional coach's role as instructional support. The purpose of this study was to identify instructional coaches' perceptions of principal support and the factors that contribute to those perceptions. Instructional coaches from one school division in Virginia participated in the study. The study yielded eight findings and eight implications for principal actions that improve the instructional coaches' perception of principal support for the role of the instructional coach. Findings from the study indicated the instructional coaches perceived support from the principal as including a shared knowledge of the role of the instructional coach, including the instructional coach in the vision for the school, maintaining regular communication and meetings, following up with teachers after a professional development led by the coach, providing professional development opportunities for the instructional coach, providing access to instructional resources, providing feedback on the work of the instructional coach, and building a relationship with the instructional coach. Implications outlined in the study identify specific actions principals can take to positively impact the instructional coaching in schools. Future researchers may want to consider completing this study with instructional coaches from various school divisions. Additionally, future researchers may also want to compare instructional coaches' perception of principal support with principals' perception of the actions of support given to the instructional coaches.

Motivation is a key ingredient of successful athletic performance over time. Although the concept of maximizing motivation has long been of interest to coaches and practitioners, the vast number of motivational theories, principles, and strategies can seem overwhelming and confusing. Consequently, there is a need for providing more holistic frameworks to coaches and practitioners that not only summarize the essential findings of motivation research but also make the information more understandable and applicable in practical settings. The purpose of this study is to present and test the MUSIC Model of Motivation as a framework that can be applied in performance environments by coaches and practitioners to improve athletes' motivation, engagement, and ultimately, performance. The dissertation includes three related studies. First, I conducted a systematic content analysis to support the application of the MUSIC Model in sports. I analyzed 13 books in the realm of sport psychology and coaching. Results showed strong evidence that the underlying principles and theories of the MUSIC Model are represented in the sports literature, which supports the application of the model as a holistic framework for coaches. For the second study, Brett Jones and I developed a motivation inventory for athletes by modifying an existing motivation inventory for use with athletes. I collected data from student athletes at a large public university and conducted Exploratory Factor Analysis (EFA) with Principal Axis Factoring and Promax Rotation to examine the factor structure of the inventory scales. I used the results of the EFA to make changes to the inventory. Subsequently, I conducted a Confirmatory Factor Analysis (CFA) on a second data set to test for model fit. The fit indices for the CFA demonstrated reasonably good fit to the results, which confirmed the five-factor structure of motivation inventory. Reliability analysis based on Cronbach's alpha showed very good results with alpha ratings ranging between .84 and .94. Overall, the findings provided validity evidence for the produced scores of the MUSIC® Athletic Inventory with student-athletes. / Ph. D. / Three studies were conducted to test the feasibility of using a motivation model, designed initially for educational settings (the MUSIC® Model of Motivation), in athletic settings by coaches. The first study showed that the underlying theories and principles of the MUSIC Model of Motivation are represented in the sport psychology and coaching literature. This is important because it demonstrates that it may be possible to apply the MUSIC Model in athletic settings. The second and third study tested an athletic version of a questionnaire (the MUSIC® Model of Academic Motivation Inventory) that was originally designed to assess students’ perceptions of the MUSIC model components in educational settings. Titled the “MUSIC® Model of Athletic Motivation Inventory,” this newly developed questionnaire was adapted from the academic version so that it could be administered to student-athletes at a large public university. The results indicated that the athletic version of the inventory can produce valid scores with student-athletes in competitive sports settings. These findings indicate that coaches could consider administering the newly developed questionnaire to assess athletes’ perceptions of the athletic setting. Based on the results, they could modify their coaching strategies and/or try new coaching strategies consistent with the MUSIC® Model of Motivation.

Instructional coaching and influences on program implementation by elementary principals and instructional coaches: A qualitative case study James F. Swoger Abstract A shared vision between the instructional coach and principal aligned with district policies and programs is essential to the success of instructional coaching. The purpose of this study was to explore the way principals and instructional coaches envision the role of the instructional coach within the school and the influences within the school that impact the implementation of instructional coaching. The two research questions guiding this study were: How do principals and instructional coaches envision the role of the instructional coach? What influences the implementation of instructional coaching in schools? Guided by Creswell and Creswell's (2017) Framework for Research, the principals and instructional coaches from nine schools within one defined cluster of one school district were interviewed for this qualitative, multiple case study. Transcripts were sorted by interview question and position to support the two research questions. There were 10 findings identified. Findings for Research Question 1 include instructional coaches work with the principal to clarify the mission and visions of the school, communication between the principal and coach and the coach and teachers is vital, instructional coaches need high quality professional development, and the instructional coach is tasked to lead other school-based initiatives. Findings for Research Question 2 include that the instructional coach is critical to building capacity, providing individualized coaching, supporting professional learning communities, and building trust. Findings also noted staffing challenges, time, and competing priorities influence the implementation of instructional coaching. These findings led to six implications including that school districts should provide planning support for principals and instructional coaches to work together to clarify the mission and vision of the school, principal preparation programs should provide professional learning on working with instructional coaches, districts should prioritize high quality professional development for instructional coaches to include individualized coaching and trust building, coaches should continue to build capacity of all staff and provide novice teachers coaching cycles, and school divisions should clearly define the role of the instructional coach. These findings and implications may be of interest to district leaders, principals, instructional coaches, and aspiring instructional coaches to better understand instructional coaching and influences on program implementation. / Doctor of Education / Instructional coaching and influences on program implementation by elementary principals and instructional coaches: A qualitative case study James F. Swoger General Audience Abstract A shared vision between the instructional coach and principal aligned with district policies and programs is essential to the success of instructional coaching. The purpose of this study was to explore the way principals and instructional coaches envision the role of the instructional coach within the school and the influences within the school that impact the implementation of instructional coaching. The two research questions guiding this study were: How do principals and instructional coaches envision the role of the instructional coach? What influences the implementation of instructional coaching in schools? Guided by Creswell and Creswell's (2017) Framework for Research, the principals and instructional coaches from nine schools within one defined cluster of one school district were interviewed for this qualitative, multiple case study. Transcripts were sorted by interview question and position to support the two research questions. There were 10 findings identified, findings for Research Question 1 include instructional coaches work with the principal to clarify the mission and visions of the school, communication between the principal and coach and the coach and teachers is vital, instructional coaches need high quality professional development, and the instructional coach is tasked to lead other school-based initiatives. Findings for Research Question 2 include that the instructional coach is critical to building capacity, providing individualized coaching, supporting professional learning communities, and building trust. Findings also noted staffing challenges, time, and competing priorities influence the implementation of instructional coaching. These findings led to six implications including that school districts should provide planning support for principals and instructional coaches to work together to clarify the mission and vision of the school, principal preparation programs should provide professional learning on working with instructional coaches, districts should prioritize high quality professional development for instructional coaches to include individualized coaching and trust building, coaches should continue to build capacity of all staff and provide novice teachers coaching cycles, and school divisions should clearly define the role of the instructional coach. These findings and implications may be of interest to district leaders, principals, instructional coaches, and aspiring instructional coaches to better understand instructional coaching and influences on program implementation.

Despite many positive outcomes associated with emotion coaching, factors related to individual differences in emotion coaching have yet to be explored. The current study examined cultural differences in the role of maternal characteristics, specifically emotional awareness and emotion regulation, as determinants of emotion coaching. These findings will facilitate culturally desired emotion socialization practices leading to optimal emotional development of children. In the current study, I translated two English-based questionnaires into Chinese to assess maternal emotional awareness and emotion coaching. Next, I examined relations of reappraisal, suppression, and emotional awareness to maternal emotion coaching. I also investigated the role of maternal emotional awareness as a mediator in the relation of maternal use of reappraisal and suppression to maternal emotion coaching in both Chinese and American cultures. Participants included American (n=164) and 163 Chinese (n=163) mothers. Maternal emotional awareness was measured using subscales of Toronto Alexithymia Scale 20 and Difficulties in Emotion Regulation Scale. Emotion regulation strategies were assessed using Emotion Regulation Questionnaire. To measure emotion coaching, mothers completed Parents' Beliefs about Children's Emotions questionnaire. Structural equation models were estimated to examine how maternal emotional awareness and emotion regulation related to emotion coaching. Results confirmed the reliability and validity of the Chinese questionnaires. Maternal emotion coaching did not include mothers' views about negative emotions because equivalence could not be established across Chinese and American cultures; therefore, the emotion coaching discussed in this study is different from previous research on emotion coaching that typically involves responses to negative emotions. Maternal emotional awareness was associated with their emotion coaching in both samples and the strength of the association was not different across cultures. However, relations of reappraisal and suppression to emotional awareness and emotion coaching were different across Chinese and American samples. Emotional awareness mediated the relation of reappraisal to emotion coaching only in the American sample. Additionally, emotional awareness was a mediator of the relation of suppression to emotion coaching in both samples. Overall, the findings of this study supported that maternal emotional awareness and use of emotion regulation strategies are important determinants of maternal emotion coaching in both cultures. / Ph. D. / This study examined the cultural differences in the role of maternal characteristics as components of emotion coaching which provides parents with practical guidelines on how to teach their children about emotions. The two maternal characteristics studied were if mothers were aware of their emotions (emotional awareness) and were able to control their emotions (emotion regulation). Two widely used emotion regulation strategies are reappraisal and suppression. Reappraisal refers to changing the interpretation of an emotional situation. Suppression refers to inhibition of emotion expressions. First, I translated two English-based questionnaires into Chinese to assess maternal emotional awareness and emotion coaching. Next, I examined how the emotion regulation and emotional awareness were related to emotion coaching. Cross-cultural differences in these relations across Chinese and American cultures were tested. Participants included 164 American mothers and 163 Chinese mothers. Maternal emotional awareness was found to be associated with emotion coaching in both samples. Emotion coaching typically includes mothers’ beliefs about children’s positive emotions, negative emotions, and parents’ roles in guiding children’s emotions. In my results, negative emotions were not included because negative emotions could not be equally compared across Chinese and American samples. Additionally, suppression was related to emotion coaching indirectly in both cultures. The relations of reappraisal to emotion coaching were different across Chinese and American samples. American mothers who used reappraisal frequently also valued positive emotions and guiding children about emotions. Conversely, the use of reappraisal was unrelated to emotion coaching for Chinese mothers. Overall, the findings of this study supported the idea that maternal emotional awareness and use of emotion regulation strategies are important determinants of maternal emotion coaching. Mothers who believed in the value of positive emotions and the value of teaching children about emotions were more aware of their emotions and better at regulating their own emotions. In general, these associations were similar for American and Chinese samples, even though each culture has a unique perspective and value related to children’s emotions. These findings will promote our understanding of factors related to emotion coaching and further facilitate culturally desired emotion socialization practices leading to the optimal emotional development of children.

Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / It has been estimated that 37 million children play nonschool youth sports in the United States. Each child likely will have some contact with a volunteer nonschool youth sport coach during their sports experience. This study was developed as a means of determining the nature of volunteerism as it applies to volunteer coaches. As well the study examines the traits and skills that volunteer coaches believe to be appropriate for this coaching activity. Preliminary research was conducted to identify the most significant beliefs that influenced adults to volunteer as coaches. Based upon the findings of the preliminary research, further systematic research was needed in order to construct and administer a questionnaire instrument to volunteer coaches. In order to assess the reliability of the questionnaire, a principal axis factor analysis with varimax rotation was performed. The analysis resulted in a six-factor solution for eighteen items. An examination of the clustered items revealed a shared theme within each cluster. An independent samples t-test and zero order correlation coefficient analysis were performed for three dependent variables. Research was conducted with the cooperation of USA Hockey at a number of Intermediate-level coaching clinics held in the state of Massachusetts. Results indicate that volunteers are influenced by altruism, a love of the sport of ice hockey, and self-interest -- as many volunteer coaches have children on the teams they coached. Volunteer coaches appear to follow the positive coaching mandates of USA Hockey with a focus on developing the skills of the players and placing little emphasis on winning. Weaknesses appear to be a lack of a consistent curriculum for coaches to utilize and a lack of skilled coaches to teach the intricacies of the game of ice hockey. / 2999-01-01

Thesis (MPhil)--Stellenbosch University, 2012. / Blue-collar workers should be seen as the most valuable asset of any organization, as they normally constitute the majority of employees within South African companies. Therefor cognisance should be taken to enhance the performance and productivity levels of these employees through coaching. In the past, it seemed, as if the emphasis was more on coaching the higher echelons of employees than on the coaching of blue-collar workers. The current South African crisis within the mining industry has highlighted the need for organisations to adopt a new vision in dealing with blue-collar workers. The integration of coaching into the existing employee assistance frameworks can create the necessary impetus for building sustainable changes within these ranks. An extensive literature review investigated the possibility of coaching blue-collar workers as well as the inclusion of coaching into existing employee assistance programs. It was evident that little research was done on coaching of blue-collar workers. By using a qualitative approach and through exploratory research, coaching sessions were done with the aim of improved performance for these workers. This research outlines a framework for blue-collar coaching that enhances performance and effectiveness of these workers. These improvements in performance could be seen as a catalyst for improved production for mining houses and other corporate businesses. The participants in this research either referred themselves to the employee assistance program (EAP) or they were referred by their manager for a performance or work related problem. This could be an indication that EAPs will have to look at a more integrated approach to incorporate a wider range of services, such as coaching. This research could therefore be a uniquely useful tool for organisations endeavouring to purchase EAPs in future. This research further explored the coachability of blue-collar workers with relation to their level on Maslow’s hierarchy of needs as well as exploring their ability to transfer this learning back to their respective places of work. Furthermore recommendations were made in this study for future research, for blue-collar coaches as well as for existing EAP service providers.

<p>During this life-history I met a person who was enthusiastic in her personality. You can see Marianne’s special and unique personality very well because of the method I have chosen. The purpose of writing about this subject is that children spend most of their time awake in school; thus it is important for me, as an educationalist, to discover the ones that are mistreated. This study is about how I can discover children who are not taken care of. The answer I found wasn’t what I expected when I started this study. The answers I got were hidden in her personal story by being an educationalist human being. Her life has been surrounded with love and consideration just like her work. Being genuinely interested in human beings but above all children has created this altruistic pedagogue Marianne. By putting my literature beside Marianne’s story, it was obvious to me that the only way to discover children that get hurt in life is to be an afflated pedagogue.</p> / <p>Mariannes entusiastiska person som jag fick glädjen att möta och ta del av, löper som en gyllene tråd genom det här arbetet som jag vill delge er. Att Mariannes speciella och unika personlighet kommer fram på det sätt som det gör, beror mycket på valet av metod. Metoden bygger på att man får ta del av en person på ett djupare plan- en livsberättelse. Syftet att skriva om detta ämne är för det är viktigt hur jag som pedagog kan upptäcka de barn som far illa, eftersom barnen tillbringar den största delen av sin vakna tid i skolan. Arbetet handlar om hur jag som pedagog kan se/upptäcka barn som inte mår bra. Jag fick ett svar men det kom inte fram på det sättet jag räknade med. Svaret jag istället möttes av var inlindade i Mariannes engagerade berättelse om sitt liv som pedagog och människa. Jag möttes av en människa vars uppväxt var präglad av kärlek och omtanke som hon senare tagit med sig i sin pedagogik under 40 år. Att vara genuint intresserad av människor, men framför allt av barn har skapat den altruistiska pedagogen. Genom att ställa min litteratur bredvid Mariannes berättelse stod det klart för mig att sättet att upptäcka barn som far illa är att vara en besjälad pedagog.</p>

The Canadian sport system is challenged by the lack of representation of female leaders and coaches. This is, in spite of statistics showing that female athletes account for almost half of all participants in sport, a number that is still growing (Sport Canada, 1999). Women have acquired equity in many areas of life and are accepted in leadership roles, however in the area of sport, women have yet to gain the full credibility and professional respect equal to their male counterparts. Previous research indicates that women who pursue a career in coaching face many adversities and struggle to attain a level of leadership where they can achieve their highest potential (Acosta & Carpenter, 2002). The purpose of this research is to gain an understanding of the lived experiences of elite female coaches, using Erikson’s (1950) theory of psychosocial development. In this study, the qualitative method of life history was used to learn about the experiences of female coaches, specifically the process of becoming and being elite coaches. Five elite Canadian coaches were interviewed. The major themes that developed through the analysis of the interviews were: (a) Support, (b) Overcoming Obstacles, (c) Personal Qualities and (d) The Bigger Picture. The study noted the importance of various support systems through one’s lifespan and some of the challenges a female athlete and coach must overcome to become a successful athlete, coach and mother. The study shares insight into the five women’s personal qualities that helped them grow into elite coaches. Finally, the participants described the process by which they came to find a leadership style with which they were comfortable, as coaches and as women.