The Alchemy of Coaching: Psychological Capital as HERO within Coaches’ Selves
Abstract
:1. Introduction
2. Literature Review
Psychological Capital
3. Methodology
3.1. Research Design, Sampling, Data Collection and Ethical Considerations
3.2. Data Analysis
3.3. Validity and Reliability
4. Findings
4.1. A Sense of Responsibility
4.1.1. Responsibility to Others
“I stepped down and left my previous position as a lecturer. When I was a lecturer, I saw there was a need for me to make a change... so I left my career as a lecturer”(Ahmad)
“During my time at the Teacher Training Institute, I have always wondered, once they have finished their training at Teacher Training Institute, can they practice what they have learnt?”(Sheila)
“My only aim is to make my state successful. I came back serving my state so I can contribute back and guide the teachers to be at par with those at the international level”(Asyikin)
4.1.2. Realising the Skills and Quality in Self
“When the ministry first announced this IC position and knowing the role and task it had to do which is to guide teachers, I saw the potential in me, that I believe I have the criteria as well as the knowledge that I can share with the teachers”(Sheila)
“I have the ability to know people because I am very experienced and have been involved in teaching and training for a long time”(Ahmad)
4.2. Positive Resources
4.2.1. Keeping a Positive Mind
“Challenges are the foundation of our success. There is no success without challenges. The challenges make us think. We can never be successful if we are too comfortable”(Ahmad)
“The tasks we need to do keep changing and this becomes a motivation for me to keep being an IC”(Sheila)
“I have always put aside negative elements. I told myself, ‘Not me, not me, not me. It’s not me! I’m a very positive person’”(Asyikin)
“It gave me so much pressure that I was prescribed hypertension medication. I have never had hypertension before!”(Zaiton)
“In the end, it (the heated discussion with teachers) turned out to be a good event. One thing is probably because I am much older than them. It’s also because I never forced them to follow my way of doing, and I never handle things negatively”(Zaiton)
4.2.2. Positive Attitude and Behaviour
“Since they have been throwing bad words at me, I decided to change the strategy of approaching them. What I did was, I said to them, ‘Alright, since you are so mad having me here to coach you, go on and say what you wanted to say first’. I used that kind of approach and I’m cool with that”(Zaiton)
“Even our SOP highlighted that we (as IC) cannot force teachers who do not want to be coached. That was the concept. We cannot force them”(Yahya)
“Our personality, we need to be humble. We want to coach people, of course we need to have humanistic characteristics”(Asyikin)
“We, as IC need to be honest. We need to gain their trust or else. And once we lose their trust, they are never going to believe us”(Ahmad)
4.3. Work Commitment
4.3.1. Knowledge-Seeking Behaviour
“To be a successful coach, I have to know the principles of counselling. I have to learn, I have to read”(Ahmad)
4.3.2. Have Goals Set in Mind and Work Hard in Achieving Those Goals
“If possible, I want to make Temerloh (state) number one again as to how it was before. Previously when I was a GC (Guru Cemerlang/Excellent Teacher), Temerloh (state) was in the first place in academic achievement in Pahang”(Siti)
“I set as many goals as I can and one of those is to make the state that I serve successful. The aim that I set up every year is, ‘What can I do for my PPD (district office)? What can I do for my organisation? What can I do to my coachees?’ And this year, I managed to develop a module for my coachees. I even created (learning) games”(Asyikin)
“My aim is to produce quality teachers so they can further help the students to become excellent”(Zaiton)
4.3.3. Job as Calling
“I love my job. It is because, when I enjoy what I’m doing, I will find a solution to whatever issue that comes ahead”(Asyikin)
5. Discussion
5.1. A Sense of Responsibility
5.2. Positive Resources
5.3. Work Commitment
6. Limitations and Future Research Directions
7. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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Pseudonym | Age, Gender and Racial Background | Years Qualified as an Instructional IC | Previous Role |
---|---|---|---|
“Ahmad” | 59, M, Malay | 2014 | Lecturer |
“Laila” | 57, F, Malay | 2014 | Lecturer |
“Siti” | 55, F, Malay | 2014 | Excellent Teacher |
“Zaiton” | 55, F, Malay | 2013 | Excellent Teacher |
“Asyikin” | 52, F, Malay | 2014 | Excellent Teacher |
“Sheila” | 49, F, Malay | 2014 | Lecturer |
“Yahya” | 57, M, Malay | 2014 | Excellent Teacher |
Prepare | Contact | Follow Up |
---|---|---|
Describing the sample: Exemplary ICs, were an instructional coach for 5 years or more, highest grade for a government officer | Initial approach: Access and ethical considerations acknowledged, all potential applicants contacted through WhatsApp to send notification of study | Feedback to and from participants: Reiteration of participant information provided |
Finding information sources: Determine potential group for target sample | Negotiation with key contacts: Negotiation with School Management Division and Educational Planning and Research Division, State Education Department. Request for ethical permission from University Ethics Committee for Research Involving Human Subjects (JKEUPM) | Feedback from key contacts: Findings discussed with research team |
Discovering recent or related projects: No other research studies involving target sample at time of study | Direct negotiations: Requests made for potential participants. Information sheet sent out to all ICs with assurance of anonymity/confidentiality | Continuing links: Agreement received from individual participants to provide face-to-face feedback |
Super-Ordinate Themes | Sub-Ordinate Themes |
---|---|
A sense of responsibility | Responsibility to others Realising the skills and quality in self |
Positive resources | Keeping a positive mind Positive attitude and behaviour |
Work commitment | Having goals set in mind and working hard towards achieving those goals Knowledge-seeking behaviour Job as calling |
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Burhanuddin, N.A.N.; Ahmad, N.A.; Said, R.R.; Asimiran, S. The Alchemy of Coaching: Psychological Capital as HERO within Coaches’ Selves. Int. J. Environ. Res. Public Health 2022, 19, 12020. https://doi.org/10.3390/ijerph191912020
Burhanuddin NAN, Ahmad NA, Said RR, Asimiran S. The Alchemy of Coaching: Psychological Capital as HERO within Coaches’ Selves. International Journal of Environmental Research and Public Health. 2022; 19(19):12020. https://doi.org/10.3390/ijerph191912020
Chicago/Turabian StyleBurhanuddin, Nur Aimi Nasuha, Nor Aniza Ahmad, Rozita Radhiah Said, and Soaib Asimiran. 2022. "The Alchemy of Coaching: Psychological Capital as HERO within Coaches’ Selves" International Journal of Environmental Research and Public Health 19, no. 19: 12020. https://doi.org/10.3390/ijerph191912020