Faculty of Commerce, Law and Management (ETDs)
Permanent URI for this communityhttps://hdl.handle.net/10539/37778
Browse
3 results
Search Results
Item The effectiveness of alternative coaching approaches on the confidence of coaches with postgraduate qualifications(University of the Witwatersrand, Johannesburg, 2021) Mashele, Amukelani Bertha; Msimango-Galawe, JabulileSouth Africa is the largest provider of coaches in Africa and fifth largest in the world. It is important that coaches produced in the country are confident in their coaching skills. The purpose of this study was to explore the effectiveness of one-on-one coaching, peer coaching and coaching supervision in improving the confidence of postgraduate coaches at an academic institution in South Africa. The three coaching approaches were explored under the social cognitive, transformative and experiential learning theories. This research was cross-sectional; it identified with a social constructivism worldview following an interpretive approach which used a qualitative method to explore, in-depth, the different subjective understandings held by the participants. Primary data was sourced in the form of semi-structured interviews with 12 postgraduate coaches who had graduated from a coaching programme. A thematic analysis process was employed to analyse the data. It uncovered four main themes with 18 sub-themes. The key findings indicated that all three coaching approaches had different learnings that could be incorporated with the learning theories of Bandura’s social cognitive, Mezirow’s transformative learning and Kolb’s experiential learning. However, coaching supervision was perceived to be the most effective coaching approach in improving the confidence of postgraduate coaches. All three coaching approaches have value to offer for different conditions. Academic institutions offering coaching programmes should continue to invest more resources towards coaching supervision in order to enhance the confidence of postgraduate coaches, not disregarding, however, that practice makes perfectItem Participation in Professional Learning Communities by female principals in Bojanala, Northwest Province(University of the Witwatersrand, Johannesburg, 2023) Rabotapi, Tinti Enoch; Pillay, PundyThe study sought to determine the perceptions of female principals in secondary schools in the Bojanala district of the Northwest Province about the level of support they receive from each other through their networks and how this support impacts their confidence and motivation. The current study adopted a single case study to assess the PLC programme's implementation in the Northwest Bojanala District. The study combines qualitative and quantitative approaches to draw rich data. The study found that female principals used the PLC to exchange ideas and share best practices in a conducive and non-threatening environment. This enabled them to gain a lot of knowledge and improve the extent of their leadership and management skills. Improved knowledge and skills have had a ripple effect that has improved their confidence and motivation, resulting in the overall improvement of their schools and their learners' performance. The study concludes by recommending the model as an instrument that can address the under-representation of females at the managerial level. The recommendations also include how the model can be strengthened by providing additional support to participants. The study also recommends allocating time within the school timetable to create an opportunity for teachers to participate in the PLCsItem The effectiveness of alternative coaching approaches on the confidence of coaches with postgraduate qualifications(2021) Mashele, Amukelani BerthaSouth Africa is the largest provider of coaches in Africa and fifth largest in the world. It is important that coaches produced in the country are confident in their coaching skills. The purpose of this study was to explore the effectiveness of one-on-one coaching, peer coaching and coaching supervision in improving the confidence of postgraduate coaches at an academic institution in South Africa. The three coaching approaches were explored under the social cognitive, transformative and experiential learning theories. This research was cross-sectional; it identified with a social constructivism worldview following an interpretive approach which used a qualitative method to explore, in-depth, the different subjective understandings held by the participants. Primary data was sourced in the form of semi-structured interviews with 12 postgraduate coaches who had graduated from a coaching programme. A thematic analysis process was employed to analyse the data. It uncovered four main themes with 18 sub-themes. The key findings indicated that all three coaching approaches had different learnings that could be incorporated with the learning theories of Bandura’s social cognitive, Mezirow’s transformative learning and Kolb’s experiential learning. However, coaching supervision was perceived to be the most effective coaching approach in improving the confidence of postgraduate coaches. All three coaching approaches have value to offer for different conditions. Academic institutions offering coaching programmes should continue to invest more resources towards coaching supervision in order to enhance the confidence of postgraduate coaches, not disregarding, however, that practice makes perfect