An Innovative Coaching Skills Development Model for Enhancing Leadership Effectiveness of Primary School Administrators under the Office of the Basic Education Commission
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This research aimed to develop and evaluate the effectiveness of a coaching skills development model specifically designed for primary school administrators under the Office of the Basic Education Commission (OBEC). Utilizing a Research and Development (R&D) methodology, the study was conducted in three phases. Phase one involved analyzing the current conditions, desired future states, and the priority needs related to coaching skills. Phase two focused on designing a context-appropriate model grounded in both theoretical frameworks and empirical data. Phase three centered on implementing the model and assessing its effectiveness.
The instruments used for data collection included coaching skills assessment forms, semi-structured interview protocols, and seminar observation records. Quantitative data were analyzed using the Priority Needs Index Modified (PNImodified), mean scores, standard deviation, and t-test comparisons of pre- and post-intervention results. Findings revealed that the proposed coaching skills development model comprised five core strategies: (1) creating a collaborative learning space to establish trust and common purpose; (2) fostering innovative leadership through experiential learning cycles; (3) engaging in reflective dialogue via sharing, analyzing, and empathetic communication; (4) implementing and evaluating pilot initiatives to support adaptive change; and (5) integrating an online coaching platform to support continuous learning and mentoring.
The model was evaluated across four key dimensions—appropriateness, feasibility, usefulness, and accuracy-by panels of experts and participating administrators. Results demonstrated a high level of overall effectiveness. Additionally, a paired-samples t-test revealed that post-training coaching skills scores were significantly higher than pre-training scores at the 0.01 level, confirming the model’s impact. This research provides a scalable and evidence-based framework for enhancing the coaching capacity of educational leaders, ultimately contributing to sustainable school development. The study recommends that educational policymakers and school administrators adopt and adapt the model to suit various educational contexts. Its application may lead to more empowered leadership, enhanced professional collaboration, and sustainable improvements in teaching and learning environments.
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