ANALYSING THE EFFECTS OF COACHING ON INDIVIDUALS' DAILY LEADERSHIP, PROGRAMS FOR THEIR CAREER, AND SELF-EMPOWERMENT IN CHINA

Abstract

The lifestyles of teachers who also coach other sports are scrutinised. Coaching school leaders: how it affects their leadership and learning skills, self-confidence, and capacity to chart their own professional trajectories at home and abroad is the subject of this research. Using Bandura's theory of autonomous functioning as a framework, this study seeks to critically examine coaching experiences among school leaders and a subset of leaders in adult learning contexts. The fieldwork consists of twenty-one in-person interviews and an online survey with twenty-one questions. The findings show that school leaders' management and coaching skills, as well as their awareness, creativity, and knowledge, are enhanced via coaching. Additionally, effective leaders understand the need of listening carefully, asking thought-provoking questions, building trust with people via empathy, and fostering an atmosphere where their subordinates may thrive. The confidence that leaders get via coaching appears to serve as both an impetus for and a reinforcement of their own initiative. By adding the viewpoint of school coaches to the current research, this paper makes a valuable contribution. Evidence from a statistically valid sample suggests that school leaders who use coaching have a similar background to leaders in adult education. In their interactions with coworkers, school administrators would benefit from cultivating and using coaching skills, according to the study's findings. Using coaching to assist subordinates advance professionally, leaders are better able to weather power storms. The thesis finishes with a set of suggestions meant to assist school administrators in learning about and implementing coaching.