Headteacher Coaching: Impact & Benefits

The evaluation focuses on a headteacher coaching program funded by the National Education Union (NEU). The program, implemented during the 2018-19 school year, marked the third year of NEU funding. Integrity Coaching, an independent organization, delivered the program under the direction of Viv Grant, a former headteacher. The program aimed to provide headteachers with the support needed to navigate the challenges inherent in their roles. The central research questions explored the impact of coaching on individual wellbeing, personal life, and overall effectiveness, as well as the barriers that might prevent school leaders from seeking such support. The program is a significant initiative targeting leadership development and wellbeing within the education sector. The NEU's continued investment highlights the importance placed on supporting school leaders.

CollectivED, the Centre for Coaching, Mentoring, and Professional Learning at Leeds Beckett University, conducted the evaluation. Professor Rachel Lofthouse, CollectivED's director, and Ruth Whiteside, a research associate and former senior leader, led the research team. The evaluation employed a mixed-methods approach, utilizing questionnaires, interviews, and focus groups to collect data. Questionnaires were administered three times throughout the year, assessing headteachers' expectations, progress, and overall program impact. Interviews with both headteachers and coaches provided in-depth insights into their experiences. Focus groups, involving a subset of headteachers, further enriched the data collected. The rigorous methodology ensured a comprehensive evaluation of the headteacher coaching program and its effectiveness in addressing the unique challenges faced by school leaders. This mixed-methods approach provides robust data on the program's impact.

Ethical approval for the research was obtained from Leeds Beckett University. Participation was entirely voluntary, and confidentiality was maintained throughout the research process and subsequent dissemination of findings. Viv Grant played a key role in informing participants about the research and facilitating their involvement. All headteachers and coaches were invited to participate, and informed consent was obtained from each participant. Integrity Coaching conducted internal evaluations, and the CollectivED research aimed to complement and extend these internal assessments. This meticulous attention to ethics ensures the validity and reliability of the research findings. The transparent ethical framework builds confidence in the integrity of the headteacher coaching program evaluation.

The research revealed that headteachers face immense workload and significant emotional strain in their roles. Participants described the demands of headship as "overwhelming," highlighting the constant pressure and time constraints. One headteacher likened the role to managing an "oil tanker," emphasizing the time required to effect meaningful change. The constant interactions with students, staff, parents, and governors create an "emotional weight" that can erode resilience over time if not properly managed. This constant pressure, often coupled with feelings of loneliness and isolation, contribute significantly to headteacher burnout and overall wellbeing concerns. The multifaceted nature of the job demands considerable emotional and mental resources, emphasizing the significance of adequate support systems for school leaders.

Beyond individual pressures, the research uncovered substantial systemic challenges impacting headteachers. The pressures of Ofsted inspections and financial constraints due to diminishing school budgets were consistently identified as major sources of stress. Coaches observed that headteachers face new challenges annually, regardless of experience. One coach highlighted the paradox of increased understanding leading to more anxieties. The lack of control over many aspects of the role, compounded by external pressures, leaves headteachers feeling vulnerable and overwhelmed. The feeling of carrying the burdens of others, from students and families to colleagues and governors, intensifies these challenges. This highlights the need for leadership development programs that equip headteachers with strategies to navigate systemic pressures and enhance their sense of agency.

The research identified challenges related to building and maintaining relationships. Headteachers struggle to balance demands from colleagues (including senior leadership teams), parents, governors, and trustees. The complexity of managing relationships within and beyond the school environment contributes significantly to workload and stress. A prominent theme that emerged is “mission creep,” where headteachers struggle to prioritize tasks and allocate time effectively. The need for “time and space to chew over tussles” reflects the lack of time for reflection and strategic thinking, overwhelmed by the immediate demands of their role. The pressures exerted by the wider community, especially in the context of declining public services, further add to the complexities of their role. Successfully addressing these relationship challenges and managing the pressures of mission creep requires effective time management, leadership training, and dedicated support systems.

The coaching program emphasized the experience and expertise of its coaches. Integrity Coaching selected practitioners with extensive coaching experience (ranging from four to twenty years), ensuring a high level of skill and understanding. Coaches weren't simply trained for this specific program; they were already established professionals with diverse backgrounds and portfolio careers. While many had prior experience in school leadership, their time away from direct school administration (over ten years in many cases) allowed them to adopt a coaching stance rather than an advisory one, maintaining credibility. This deliberate approach to coach selection ensured that the program benefited from experienced professionals with varied expertise, resulting in a high-quality and effective coaching experience. The selection process focused on depth of experience and coaching skills, and not solely on formal qualifications.

The coaching sessions were carefully structured to maximize impact. Each session lasted two hours, allowing for in-depth conversations. The one-to-one format and off-site locations (coffee shops, hotel lounges, etc.) ensured confidentiality and created a comfortable environment for open communication. Coaches employed a style that emphasized deep questioning, encouraging self-reflection and discovery rather than providing direct advice. This approach was described as distinct from consulting, with coaches focusing on helping coachees find their own solutions. The process started with “contracting,” establishing a shared understanding of goals and expectations. The two-hour sessions, conducted off-site to ensure confidentiality and a relaxed atmosphere, facilitated deeper exploration of both personal and professional issues. This careful design ensured a supportive and effective coaching environment.

Integrity Coaching prioritized ongoing professional development and reflection for its coaches. Coaches participated in group supervision sessions three times a year, discussing both business matters and their individual coaching practices. This provided opportunities for peer learning and support, ensuring the maintenance of high-quality coaching practices. Some coaches also pursued formal certification with the ICF (International Coaching Federation), further enhancing their skills and awareness. Viv Grant, Integrity Coaching's director, emphasized the importance of ongoing supervision and a deep understanding of the education sector. The commitment to ongoing professional development, including both group supervision and individual certifications, contributed to the consistent quality of coaching provided in the program. This dedication to refining and updating coaching skills is a critical aspect of the program's success.

The headteacher coaching program yielded significant positive outcomes at both the individual and collective levels. Individually, headteachers experienced improvements in wellbeing, resilience, and leadership capabilities. They reported increased confidence, improved decision-making processes, and a stronger sense of purpose. Collectively, the program fostered a more supportive and collaborative school environment. Headteachers reported empowering their staff, improving communication strategies, and delegating more effectively. This collaborative approach to leadership led to improved staff wellbeing and enhanced school culture. The program's impact was not limited to the headteachers themselves; it cascaded down to influence staff, students, and the overall school climate. The evidence strongly suggests that coaching has a positive impact on the school's overall environment.

The program demonstrated the potential for long-term sustainability in the school workforce. By enhancing headteacher wellbeing and resilience, the coaching contributed to increased retention rates. The improved ability to manage stress and challenges decreased the likelihood of burnout, and many headteachers indicated that the coaching helped them to continue in their roles when they previously considered leaving. The program directly addressed the issue of "single-use heads," highlighting its contribution to a more sustainable school leadership model. The program supports a shift towards medium- to long-term capacity building within the profession, which is crucial for a healthy and thriving educational system. This long-term perspective ensures that the investment in coaching yields lasting benefits for both individuals and schools.

The positive impact of the coaching program suggests it is a potentially cost-effective approach to school development and staff wellbeing. The improvements in headteacher wellbeing and leadership led to a ripple effect across the school community, improving staff morale, student behavior, and overall school culture. The fact that headteachers began implementing coaching strategies with their own teams and staff suggests that the investment in coaching yields significant returns. The program not only improved headteacher effectiveness but also enabled better resource allocation, improved communication and collaboration and facilitated the development of more relational behavior strategies. These indirect effects extend the program’s value beyond the initial investment. Therefore, funding high-quality coaching should be considered a worthwhile investment in the educational system.

The evaluation involved a total of 39 headteachers. Data was collected using a mixed-methods approach. This involved three rounds of online questionnaires, distributed in January, April, and July. These questionnaires explored participant expectations, progress, and overall program impact. In addition, interviews were conducted with both headteachers (seven of whom were interviewed and/or participated in the focus groups) and coaches, lasting between 30 and 45 minutes. These interviews were audio-recorded and supplemented with detailed notes. Focus groups were also held, bringing together 13 headteachers (33% of the cohort) to discuss their experiences. This rich data collection strategy ensured a diverse range of perspectives on the coaching program's impact. The qualitative and quantitative data is collected using questionnaires, interviews, and focus group discussions. This multi-faceted approach makes the evaluation robust.

The coaching program was funded by the NEU (National Education Union), which was formed from the amalgamation of the NUT and ATL. Integrity Coaching, an independent organization led by Viv Grant (a former headteacher), delivered the program. The evaluation was undertaken by CollectivED at Leeds Beckett University, with Professor Rachel Lofthouse serving as the principal researcher and Ruth Whiteside as the research associate. This collaboration involved key players in the educational sector, bringing diverse perspectives to the research, and this multi-organizational approach provided different perspectives on leadership development and wellbeing within education. The involvement of experienced researchers from Leeds Beckett University adds credibility to the findings. The fact that the organization was previously the NUT further adds credibility to the program.

Data analysis involved a thorough review of the collected information. The research team initially met to make sense of the data, identifying emerging themes. Researchers independently analyzed their datasets, identifying recurring themes and significant individual responses. This holistic approach ensured a comprehensive understanding of the findings. Interim research summaries were shared with program participants, the NEU, and Integrity Coaching for feedback. A workshop was also held at the 2019 BELMAS conference to discuss the research. This collaborative process between researchers and stakeholders ensured that the final report accurately represented the coaching program's impact. The research team carefully considered potential biases given their prior experience with coaching, aiming for criticality in interpreting the data. This commitment to accuracy and transparency reflects the integrity of the research.