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Results showed significant increases in flexibility and openness among both teachers and principals, alongside improved principal listening and understanding of staff concerns. 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Ebbeck\u003Cbr>University of South Australia, [marjory.ebbeck@unisa.edu.au](marjory.ebbeck@unisa.edu.au)\u003Cbr>Connie Seah Geok Lian\u003Cbr>University of South Australia, [connie.lim@agapelittleuni.com](connie.lim@agapelittleuni.com) |  |\n\nRecommended Citation  \nEbbeck, M. A., & Geok Lian, C. S. (2018). A Leadership Strategy: Coaching, A Singaporean Example. Australian Journal of Teacher Education, 43 (8).  \nRetrieved from [http://ro.ecu.edu.au/ajte/vol43/iss8/8](http://ro.ecu.edu.au/ajte/vol43/iss8/8)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol43/iss8/8](http://ro.ecu.edu.au/ajte/vol43/iss8/8)  \nAustralian Journal of Teacher Education  \nA Leadership Strategy: Coaching, A Singaporean Example  \nMarjory Ebbeck  \nUniversity of South Australia  \nConnie Seah Geok Lian  \nAgape Little Uni. Pte Ltd, Singapore  \nAbstract: The demand for recruiting and retaining early childhood  \nteachers remains a challenging problem in the early childhood field in  \nSingapore as well as in many other countries. A research study was  \ndevised to investigate if the use of a ‘coaching approach’ could bring  \nabout change in teachers’ participation in their centre’s management and  \norganisational climate. The study involved 72 teachers and seven  \nprincipals from seven, privately owned child care centres. A before-and  \nafter study intervention was conducted over an 18-month period of time.  \nResults showed significant statistical increases in that a coaching  \nintervention had made a difference to both teachers and principals in their  \nflexibility and openness to changing relationships within their centres.  \nThere was a statistically significant improvement in the principals’  \nrelationships, particularly how they listened to their staff and understood  \ntheir concerns. The findings also showed that the role of a leader is  \ncritical in managing the change process.  \nKeywords: coaching; leadership; Singapore; principals; change  \nIntroduction  \nThe structure of this paper starts with a discussion of comparable poor industrial conditions for early childhood personnel in Australia and Singapore. Issues of change are embedded in the paper as coaching, a leadership strategy, is examined in the context of a research study conducted in Singapore. The findings ofthe study are discussed with some concluding comments presented in relation to how coaching could be a useful approach for staff development in Early Childhood Education (ECE) .  \nThe status and career opportunities of early childhood graduates are problematic in many countries. Waniganayake (2014) writing of the Australian scene states that this is a global issue as there is no consensus of clarity on what is expected of ECE graduates at the time of graduation from a three or four-year degree. The Australian Children’s Education and Care Quality Authority (ACECQA) (2011) is responsible for the accreditation of course content but Waniganayake (2014) further proposes that there is limited progress in ECE in addressing issues of public visibility, validations and career pathways linked to formal qualifications.  \nTo some extent, similar problems are prevalent in Singapore in the early childhood workforce. Accreditation of teaching qualifications is carried out by the Early Childhood Development Agency (ECDA), a semi-Government Authority somewhat analogous to the Australian ACECQA. All early childhood educators and other early childhood workers are required to be certified by ECDA to be employed in child care or kindergartens (ECDA, 2017c) . It can be stated that the early childhood workforce the world over is characterized by low levels of  \nVol 43, 8, August 2018 123  \nAustralian Journal of Teacher Education  \nacademic achievement, poor industrial conditions including low salary and high attrition rates ","cbCaitCnQyNBvyR7","https://ap.wps.com/l/cbCaitCnQyNBvyR7","pdf",407239,18,"English","# Introduction\n## Study context: early childhood teacher recruitment and retention\n## Staff development and leadership role in organizational change\n## Comparable conditions in Australia and Singapore","[{\"question\":\"What problem does the paper address regarding early childhood teachers in Singapore?\",\"answer\":\"It addresses the ongoing challenge of recruiting and retaining early childhood teachers, which remains difficult in Singapore and in many other countries.\"},{\"question\":\"How was the coaching approach study designed and conducted?\",\"answer\":\"The research involved 72 teachers and seven principals from seven privately owned child care centres, using a before-and-after intervention conducted over an 18-month period.\"},{\"question\":\"What key changes were reported after the coaching intervention?\",\"answer\":\"The findings showed statistically significant improvements, especially in teachers’ and principals’ flexibility and openness to changing relationships within their centres, and in principals’ listening and understanding of staff concerns.\"}]","A Leadership Strategy - Coaching, A Singaporean Example - read online free | PDF",1792077997,45]