Browsing by Subject "Coaching"
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Item Coaching and family: the beneficial effects of multiple role membership(2009-05-15) Ryan, Timothy DavidAn examination of the intersection between work and family for small college coaches was conducted via an online questionnaire to explore variables that affect coaches? work-family fit. Specifically, the work variables of autonomy, supervisor support, and working hours were hypothesized to be related to all or some of the work-family variables of work-family conflict, family-work conflict, work-family enrichment, and family-work enrichment. Likewise, family variables such as spousal support, spousal working hours, spouse job-type, number of children, child sport involvement, and child sport attendance were hypothesized to be related to all or some of the same work-family variables.Ecological theory was used to explain and predict the expected relationships between work and family factors with the work-family interface variables.Confirmatory factor analysis results suggested that the fit for coaches and their work-family interface is best explained by four work-family dimensions?two directional conflict dimensions and two directional enrichment dimensions. Structural equation modeling was used to explore the effects of three work factors on the four work-family variables: supervisory support, autonomy, and hours worked. Multiple regression was used to examine the effect of family variables on the work-family constructs.. Additionally, gender differences within spousal job hours and type were explored. Results suggest that supervisory support correlates with lower conflict and greater enrichment. Additionally, coaches reported that an autonomous workplace correlated with lower conflict and greater work enrichment with family. No hypothesis was supported with hours worked. In the family domain, spousal sport support, like supervisory support, was correlated with lower conflict and greater enrichment. No other family variables were significantly related to the work-family variables within the multiple regression analysis. Two hypotheses involving spouses of coaches, however, were supported as coaching mothers had spouses/partners who were more likely to work longer hours than fathers. Additionally, coaching mothers were more likely to have spouses/partners who were more likely to work in a career-type job. Besides theoretical and practical applications, an exploration contrasting male and female coaches was done. Additionally, in aligning with ecological theory, coaches? work-family fit needs to be considered when hiring and retaining parents who coach.Item The effects of coaching on teacher knowledge, teacher practice and reading achievement of at-risk first grade students(2013-12) Haring, Christa Dawn; Vaughn, Sharon, 1952-The effects of coaching on teacher and student outcomes were compared to outcomes of classes randomized to professional development only and comparison conditions. Twenty-one teachers, trained to implement a Tier II reading intervention curriculum, were grouped by campus then randomized to one of three conditions: professional development plus coaching support (n=6), professional development only (n=7) and a comparison condition (n=8). Teachers in the coached and professional development only (un-coached) conditions were compared on measures of teacher knowledge and implementation fidelity as an indication of teacher practice. Student achievement scores on word attack, reading fluency and reading comprehension measures were compared for students in each of the three conditions. A multiple-gating procedure was used to help teachers identify the five lowest-performing readers in their first grade classrooms. Students completed a battery of seven reading ability assessments prior to and immediately following teacher-implementation of a seventeen-week reading intervention curriculum. Results of ANCOVA analyses indicated students in classes of teachers who received professional development and coaching support did not demonstrate significantly higher scores than teachers who only received professional development training on a battery of reading measures. Further analysis indicated students in the professional development plus coaching condition did have significantly higher scores than those in comparison conditions on five of the seven outcome measures. Teachers in coached and professional development only conditions completed a teacher knowledge survey to measure their knowledge of evidence-based reading practices. ANCOVA analysis revealed no significant differences between groups at posttest. Changes in teacher practice were measured as a function of intervention implementation fidelity. Intervention teachers were videotaped three times over the course of the intervention and taped classes were scored, rated and compared across conditions. Results of a Repeated Measures Analysis of Variance on fidelity scores revealed a statistically significant difference in favor of the teachers who received professional development plus coaching.Item A game within the game : an ethnographic study of culture and student-athlete recruitment at a Division I university(2010-12) Stephens, James Edwin, 1977-; Maxwell, Madeline M.; McGlone, Matthew; Dailey, Rene; Browning, Blair; Pfiester, AbigailThe success of a college coach to develop winning teams and a winning culture in any sport largely depends on his/her ability to recruit and strengthen the skill levels of his/her student-athletes. The following ethnography of the Eastern Hawks baseball coaches seeks to describe the culture of this organization during two consecutive seasons including the recruitment of student-athletes and the management of the current players on the roster, and to also detail the coaches’ use of compliance gaining and aspects of communication in their interaction with the recruits and their families. To investigate these issues, an ethnographic study was performed with a Division I baseball team called Eastern University. Numerous individual interviews were conducted with the staff and later transcribed. Team functions, games, and events were also attended for data collection. Results indicate that the organizational culture of Eastern Hawks baseball was initially created through artifacts such as facility improvements, game rituals, and performance requirements. The observed culture is being negatively influenced by espoused values and basic assumptions that run contrary to stated and desired goals. Leader-member relationships were regarded as predominantly low during this study accentuated by unfulfilled expectations of performance. The coaches used various compliance-gaining methods in recruiting student athletes but were most successful when targeting prospects who valued education, had parents who also valued education, and who believed they would fit in with the culture present at Eastern. The coaches implemented strategies that were pro-social and also reduced excessive apprehension. When competing against the professional draft, the staff provided metaphorical statements to prospects and their families that which sought to highlight social identity. Coaches compared the negative effects of turning pro early as opposed to developing personally and athletically at Eastern.Item The influence of leadership coaching as perceived by secondary school principals of title I campuses in Texas(2012-05) Greenwalt, Michael Wayne; Gooden, Mark A.; Ovando, Martha N.; Cantu, Norma V.; Garza, Ruben; Pringle, PatWhile various systems of support and professional development are in place for teachers, there remains a distinct void when it comes to these same opportunities for beginning and especially, experienced principals. An emerging form of assistance for campus principals is leadership coaching: a confidential relationship between a professional coach and principal focused on capacity building and the provision of time and support for the school leader to thoughtfully reflect, plan, problem solve, and establish and achieve significant goals. Leadership coaching is an investment in campus principals, which seems to fill an immediate need for them to experience relevant, ongoing, job-embedded, and individualized professional development. This multiple-case qualitative study, using a grounded theory approach, was framed by the research questions: What are the experiences of middle and high school principals participating in leadership coaching and what benefits result from principal participation in leadership coaching? Through the constant comparative analysis of individual and collective data obtained through semi-structured interviews, observations, and documental evidence of principals participating in leadership coaching, principals’ perceptions of their leadership coaching experience and any benefits were revealed. Overall, findings suggested that participation in leadership coaching was perceived positively and led to principals taking time to pause from their stressful roles and responsibilities to reflect and plan. Principals described factors that accounted for initially connecting with their coaches, such as client readiness and the coach’s experience, as well as the conditions established by the coach that helped build and sustain a healthy coaching relationship: safety, flexibility, action-orientation, and skillful guidance. Additionally, principals reported personal, professional, and organizational benefits resulting from leadership coaching. Personal benefits included better self-care, reduced isolation, increased self-confidence, and heightened self-awareness. On a professional level, coaching resulted in the generation of plans/ideas, improved communication, individualized professional development, and an enhanced sense of efficacy. And finally, organizational benefits were identified in areas of staffing, solutions, student performance, and the extension of coaching to others.Item Managerial Coaching Behavior and Employee Outcomes: A Structural Equation Modeling Analysis(2012-10-19) Kim, SewonDuring the last two decades, managerial coaching has become increasingly popular in organizations. Despite its popularity, there is a paucity of empirical evidence in the study of managerial coaching outcomes. The purpose of this study was to examine the relationships between perceived managerial coaching behavior and employee self-reported affective and performance-related outcomes based on perceptions of selected organization employees. Three theories, path-goal leadership, career motivation, and organization support, were used to frame the hypothesized conceptual model of managerial coaching outcomes for the current study. The systematic review of relevant literature identified satisfaction with work, role ambiguity, satisfaction with manager, career commitment, job performance, and organization commitment for the potential outcomes of managerial coaching. A 36-item survey including seven existing instruments was utilized to collect data. An estimation of the readability level for the survey was Flesh-Kincaid Grade Level 7.1. The survey was sent electronically to all employees in the selected government organization. The sample included 431 respondents representing a population of 1,399 employees. Descriptive statistics, principal component analysis, Cronbach?s alpha estimates for reliability, correlation analysis, two-step modeling techniques for structural equation modeling, and Sobel tests were the analysis methods used in the study. The results of the analyses indicated that the hypothesized conceptual model was adequately supported by the empirical data of the study sample (?2/df = 3.53; CFI = .91; IFI = .91; RMSEA = .08). The further investigations suggested that managerial coaching had a direct impact on employee satisfaction with work and role clarity and an indirect impact on satisfaction with work, career commitment, job performance, and organization commitment. Role clarity, as a direct outcome of managerial coaching, influenced job performance?such mediation was consistent with the hypothesized model for the study. The hypothesized model had clear and comprehensive illustrations of how managerial coaching affects work and organization-related variables, satisfaction with work, role clarity, career commitment, job performance, and organization commitment. This study provides empirical support to the proposed benefits of managerial coaching in organizations, and enhances the selected theories by offering additional empirical support to them.