This research explores the coaching practices of school principals in public elementary schools in Yogyakarta, DIY, focusing on the challenges they face in implementing coaching methods to enhance teaching and leadership practices. Using a qualitative research design, the research aims to understand principals' perceptions and experiences with coaching, as well as the barriers they encounter in fostering teacher development. Data were collected through semi-structured interviews with eight school principals who have actively implemented coaching with their teachers. Thematic analysis was employed to analyze the interview data, revealing key themes related to the principals' active listening skills, ability to raise awareness, and capacity to facilitate teacher growth. The findings highlight several gaps in principals' coaching skills, including insufficient engagement in deep listening, a lack of reflective questioning to raise teachers' awareness, and a focus on short-term solutions rather than long-term professional growth. The research suggests that improving principals' coaching competencies, particularly in active listening and reflective questioning, could enhance their ability to support teachers effectively and foster a more supportive and growth-oriented school environment. © 2025 Author(s).
Author Keywords
Index Keywords
