A Systematic Review of Coaching Skills Among Administrators in Universities

Abstract

This systematic review examines the coaching skills of university administrators and their impact on faculty job satisfaction. The primary goal of the study is to identify crucial coaching skills, examine their impact on job satisfaction, and emphasize the most successful practices for improving coaching effectiveness. The main research problem aims to gain a thorough grasp of coaching dynamics in higher education situations. The study utilizes a methodical approach of reviewing existing literature, adhering to the PRISMA principles. It examines a total of 38 papers published between 2004 and 2024. Effective communication is the most researched skill, according to key findings; goal setting, emotional intelligence, feedback mechanisms, and conflict resolution follow accordingly. Theoretical implications are consistent with Herzberg's Two-Factor Theory and Transformational Leadership Theory, which prioritize interpersonal relationships, recognition, responsibility, and feedback as key factors in promoting job satisfaction. The practical implications highlight the worldwide significance of coaching skills and the necessity of ongoing professional development for administrators. The study's significance is centered on providing information that can guide decision-making and actions in institutions around the world, promoting a culture of working together, creativity, and organizational efficiency.