Implementation of Coaching Leadership Style by Principals to Enhance Learner Success
Ndoyisile Moses Majola 
, Wendy Setlalentoa & Ratokelo Willie Thabane
Issue: Vol.5 No.13 Issue Article 11 pp. 2141-2151
DOI: https://doi.org/10.38159/ehass.202451311 | Published online 16th October, 2024
© 2024 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
In this empirical study, the researchers argue that immediate attention is required to ensure that principals successfully implement Coaching Leadership Style (CLS) to enhance the sustainability of learning experience learner success. The problem underpinning this study is that the principals face difficulties in implementing CLS. The study is based on in Instructional Coaching Leadership Theory. The major assumption of this theory is that Instructional Coaching Leadership Theory is viewed as a method of providing sustained and personalized support to the principals and emphasizes the fundamental role of active learning, reflection, and feedback in the learning process. The purpose of this study is to evaluate the challenges facing principals in successfully implementing CSL and how principals can mitigate these challenges. This study used qualitative methodology to gather data from three secondary and two primary school principals in Bloemfontein through structured interviews. The findings of the study revealed that principals lamented the lack of training to implement CLS. In the discussion with the participants, the researchers concluded that necessary steps should be taken to empower the principals on CLS. Recommendations for further research and implications for principalship and training programs are provided. This empirical study contributes to the body of knowledge by exploring how can principals practice CLS to achieve the objectives of the study of successfully implementing CLS to enhance learner success and of devising means of mitigating challenges experienced by the principals.
Keywords: Implementation, Coaching Leadership Style, Instructional Coaching Leadership Theory, learner success.
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Ndoyisile Moses Majola is the lecturer at the Central University of Technology, Free State in Bloemfontein, South Africa. He holds the following qualifications: SED., BA., (Vista University) B. Ed. (Hons.Cum Laude), P.G.D.E.; M.Ed.) ( UFS). He has worked as an educator in two schools in the Free State province, namely Tweespruit Combined school as post level 1 educator and later as an HOD. His second school was in Bloemfontein where he worked as deputy principal and acting principal. Mr Majola is currently a coordinator Teaching Practice at CUT. He is on the final stage of completing his D.Ed. study. He has co-published papers in conference proceedings in ICERI 2022 and END 2024 conferences. He has presented in AMPS conference and submitted a full paper whose results will be published in January 2025. He recently presented an abstract at the SOTL conference under the auspices of CUT. He has submitted an abstract at Asian Conference on Education (ACE) 2024. The abstract was accepted and has registered to participate in the conference proceedings.
Wendy Setlalentoa holds the following qualifications: a B Sc Ed, B Ed Hons (NWU), M Ed Didactics (Science) (UFS), Ph D (CUT), Post Graduate Diploma in Leadership Development (University of Stellenbosch Business School) and USAf HELM Women in Leadership SLP (NMU). She has been involved with pre-service and in-service education of teachers throughout her teaching career. She is a career manager in education for over 30 years (operating at various levels such as Senior lecturer, Programme Head, Acting Dean, Head of Department, Whole School Evaluation Supervisor, and a Circuit Manager of Schools with the Free State Province Department of Education). She is currently the Dean of the Faculty of Humanities at the Central University of Technology. She has published and co-published articles in accredited journals and conference proceedings; presented numerous papers at international and national conferences in the fields of Educational Management, Assessment and Evaluation in Education as well as Mathematics and Science Education. Wendy has successfully supervised to completion, master’s, and doctoral degree students. She co-authored and served as a guest editor, reviewer of several accredited journals and conference proceedings and is a mentor in the Scholarship of Teaching and Learning (SoTL) programme at the CUT.
Ratokelo Willie Thabane is a Head of Department and Senior Lecturer in the Department of Educational and Professional Studies at the Central University of Technology. He holds a PhD in Education from the Central University of Technology. He has published papers in Journals and conference proceedings on Teacher Education, especially on Microteaching and Mentoring. He has served as the Assistant Dean: Teaching and Learning in the Faculty of Humanities at CUT; a Head of Department of Mathematics and Science at St. Teresa High School; A Head of Department of the Teaching Science Department at the former Bensonvale College of Education. He has more than 25 years’ experience in the Higher Education sector.
Majola, Ndoyisile Moses, Wendy Setlalentoa & Ratokelo Willie Thabane. “Implementation of Coaching Leadership Style by Principals to Enhance Learner Success,” E-Journal of Humanities, Arts and Social Sciences 5, no.13 (2024): 2141-2151. https://doi.org/10.38159/ehass.202451311
© 2024 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
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