Regaining Leadership through Ontological Coaching for Female EFL Instructors

Abstract:

There has been a persistent debate about the contradiction of how male and female leaders manage organizations. In education, even though female EFL instructors have been supported in a natural way, certain traits of leadership have been omitted from their position as leaders of their classes or in administrative positions. This qualitative case study describes the leadership skills needed to regain leadership in an educational institution with the approach of Ontological coaching as a tool to enhance body, emotions, and language in order to improve female EFL instruction. The subject leader of this study is a female EFL instructor and coordinator of two academic areas in an elementary school. In-depth interviews were used to identify the perceptions of the administrators, colleagues, and subordinates about her performance as the leader of her teams; while three self-assessments helped the subject leader identify her most remarkable leadership skills. Overall analysis indicates that trust, effective communication, support, concern about well-being, tactfulness, and assertiveness are the most common traits that, linked to Ontological coaching, allow female EFL instructors to regain leadership in their classes. One remarkable result that emerged from the findings was that even though Ontological Coaching has not been related to education, its origins are solely based on theories of leadership in education that enables female EFL instructors to accept the fact of being humans with different perceptions in a changing world that affect their personal and professional life.

Año de publicación:

2016

Keywords:

• Female leadership
• EFL instruction
• Ontological coaching

Fuente:

scopus