Executive coaching can enhance transformational leadership.
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| Title: | Executive coaching can enhance transformational leadership. |
|---|---|
| Authors: | Cerni, Tom, Curtis, Guy J., Colmar, Susan H. |
| Source: | International Coaching Psychology Review. 2010, Vol. 5 Issue 1, p81-85. 5p. 1 Diagram. |
| Subjects: | Executive coaching, Leadership, Cognitive-experiential psychotherapy, High school principals, School principals, Qualitative research, Test scoring, Psychology |
| Abstract: | Objectives: Epstein's (1998) Cognitive-experiential Self theory (CEST) suggests that all behaviour is guided by two different processing systems - the rational and experiential. This brief report presents results of a study looking at the impact of a 10-week coaching intervention programme based on Epstein's CEST theory on transformational leadership among 14 secondary school principals. Design: Set up as a pre-test, post-test control-group research design, the present study tested whether changes to CEST information-processing systems could bring about changes in leadership style. Method: School principals in the intervention group focused on developing their rational system and constructive elements of the experiential system. At the commencement of the coaching intervention programme all school staff in the 14 schools were invited to rate their school principal using the MLQ (5X) questionnaire. Results: The results of a 10-week coaching intervention programme showed that there was a significant difference between the pre-test and post-test scores for the intervention group, as rated by their school staff. The control group remained unchanged. Qualitative results indicate that the school principal in the intervention group became more reflective about their thinking processes and leadership practices. Conclusion: This study provides initial evidence that by creating changes to rational and constructive thinking, it is possible to increase coachee's use of transformational leadership techniques. [ABSTRACT FROM AUTHOR] |
| Copyright of International Coaching Psychology Review is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 48188710 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Executive coaching can enhance transformational leadership. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Cerni%2C+Tom%22">Cerni, Tom</searchLink><br /><searchLink fieldCode="AR" term="%22Curtis%2C+Guy+J%2E%22">Curtis, Guy J.</searchLink><br /><searchLink fieldCode="AR" term="%22Colmar%2C+Susan+H%2E%22">Colmar, Susan H.</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Coaching+Psychology+Review%22">International Coaching Psychology Review</searchLink>. 2010, Vol. 5 Issue 1, p81-85. 5p. 1 Diagram. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Executive+coaching%22">Executive coaching</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership%22">Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive-experiential+psychotherapy%22">Cognitive-experiential psychotherapy</searchLink><br /><searchLink fieldCode="DE" term="%22High+school+principals%22">High school principals</searchLink><br /><searchLink fieldCode="DE" term="%22School+principals%22">School principals</searchLink><br /><searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink><br /><searchLink fieldCode="DE" term="%22Test+scoring%22">Test scoring</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology%22">Psychology</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Objectives: Epstein's (1998) Cognitive-experiential Self theory (CEST) suggests that all behaviour is guided by two different processing systems - the rational and experiential. This brief report presents results of a study looking at the impact of a 10-week coaching intervention programme based on Epstein's CEST theory on transformational leadership among 14 secondary school principals. Design: Set up as a pre-test, post-test control-group research design, the present study tested whether changes to CEST information-processing systems could bring about changes in leadership style. Method: School principals in the intervention group focused on developing their rational system and constructive elements of the experiential system. At the commencement of the coaching intervention programme all school staff in the 14 schools were invited to rate their school principal using the MLQ (5X) questionnaire. Results: The results of a 10-week coaching intervention programme showed that there was a significant difference between the pre-test and post-test scores for the intervention group, as rated by their school staff. The control group remained unchanged. Qualitative results indicate that the school principal in the intervention group became more reflective about their thinking processes and leadership practices. Conclusion: This study provides initial evidence that by creating changes to rational and constructive thinking, it is possible to increase coachee's use of transformational leadership techniques. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Coaching Psychology Review is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.53841/bpsicpr.2010.5.1.81 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 5 StartPage: 81 Subjects: – SubjectFull: Executive coaching Type: general – SubjectFull: Leadership Type: general – SubjectFull: Cognitive-experiential psychotherapy Type: general – SubjectFull: High school principals Type: general – SubjectFull: School principals Type: general – SubjectFull: Qualitative research Type: general – SubjectFull: Test scoring Type: general – SubjectFull: Psychology Type: general Titles: – TitleFull: Executive coaching can enhance transformational leadership. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Cerni, Tom – PersonEntity: Name: NameFull: Curtis, Guy J. – PersonEntity: Name: NameFull: Colmar, Susan H. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: 2010 Type: published Y: 2010 Identifiers: – Type: issn-print Value: 17502764 Numbering: – Type: volume Value: 5 – Type: issue Value: 1 Titles: – TitleFull: International Coaching Psychology Review Type: main |
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