Custom-Designed and Safe-Space Coaching: Exploring the Influence of Principal Leadership Identity

Abstract

This qualitative study explores the influence of custom-designed and safe-space coaching on principal leadership identity in the Philippines. The study employed a phenomenological research design to capture the lived experiences of principals who participated in coaching programs. Semi-structured interviews were conducted with a purposive sample of principals from diverse regions, school sizes, and educational contexts. The findings of the study revealed four key themes. First, custom-designed and safe-space coaching enhanced principals' self-awareness and clarity of their leadership identity. Through reflective conversations and introspection, principals gained a deeper understanding of their strengths, values, and leadership styles, enabling them to lead with authenticity and confidence. Second, coaching played a crucial role in improving principals' leadership practices and strategies. The coaching process provided principals with opportunities to analyze their current practices, identify areas for growth, and develop targeted strategies for improvement. With the guidance and feedback from their coaches, principals refined their decision-making processes, communication skills, and instructional leadership approaches, resulting in more effective and impactful leadership practices in their schools. Third, the study highlighted the importance of safe spaces created by coaching in fostering reflection and support for principals. Coaching sessions provided principals with a non-judgmental and confidential environment to discuss challenges, doubts, and vulnerabilities associated with their leadership roles. This safe space allowed principals to engage in deep reflection, explore alternative perspectives, and receive emotional support, enabling them to navigate complex leadership situations with increased resilience and self-assurance. Lastly, the findings underscored the significant professional growth and continuous learning experienced by principals through coaching. Coaching provided ongoing professional development tailored to individual needs and goals, helping principals stay updated with current research and best practices in educational leadership. The implications of this study highlight the importance of integrating coaching into leadership development initiatives, creating safe spaces for principals, and designing coaching programs that foster continuous professional growth. By doing so, educational institutions can enhance principals' self-awareness, improve their leadership practices, and support their ongoing professional development.