Author: janine

Many women in education are not stepping up to lead even though they are qualified and have enough experience. It’s not because they don’t have the skills that they are hesitant; it’s because of a mix of cultural, systemic, and internal factors. Women teachers often:

• Wonder if they are really ready to be a leader.
• Think about the cost of stepping up and its results for work-life balance.
• Hesitate even after getting good feedback about their skills.

Coaching Focus has been supporting career advancement for women teachers through coaching. This blog looks at the real reasons for this hesitation.

Many talented women teachers don’t want to be leaders because they don’t feel confident enough, there aren’t enough women in leadership roles, the paths to leadership aren’t clear, and they worry about their workload. To solve these problems, we need to train leaders, coach them, and create supportive environments through program focused towards career advancement for women teachers.

Understanding Why Talented Women Educators Hesitate To Lead

1. The Confidence Gap Versus Competence Reality

Many women don’t think they’re ready to lead, despite their strong performance. Studies consistently reveal a disparity between actual competence and self-perception. This is where structured educational leadership coaching is very important. It helps teachers see what they can really do instead of relying on their own doubts.

2. Leadership Models That Do Not Reflect Them

In schools, traditional leadership models often reflect old or narrow ways of leading. Many women have a hard time seeing themselves in these models.

Adaptability, empathy, and collaboration are important qualities for modern leaders. These are not always valued in traditional frameworks, but they are essential for effective school leadership today.

3. Workload And Sustainability Concerns

Being a leader often means more work, longer hours, and more responsibility. Many educators think that the trade-off isn’t worth it.

Schools investing in leadership coaching  are working on this by building long-lasting leadership practices that prioritise clear communication and strategic thinking.

4. Visibility And Scrutiny

Being a leader increases your visibility, which comes with scrutiny, and this makes many women hesitate.

• Fear of being judged more harshly.
• The need to always do better.
• Worry about making noticeable mistakes.

This shows how important it is to have safe development environments for leaders to grow. Program focusing on professional development for educators provide such growth conditions without giving the fear of judgement.

5. Lack Of Clear Pathways And Sponsorship

Many women teachers don’t see a clear, organised way to become leaders. Without a mentor or sponsor, it can be hard to know what to do next.

Even when a school’s internal structures are limited, dedicated online coaching for educators makes it easy to get ready to be a leader.

6. Strategic Confidence And Identity

Being a leader isn’t just about having skills but also knowing your identity. Many teachers have a hard time seeing themselves as leaders. 

This transition is thoroughly examined as educators evolve from merely surviving in their role to leading with confidence, where educators shift from reactive to strategic leadership thinking.

7. Fear Of Losing Classroom Impact

Many passionate teachers are afraid that becoming a leader will mean they can’t directly help students anymore.

But being a leader gives you more power. Leaders don’t just affect one classroom; they shape the culture, quality of teaching, and student outcomes across the whole school.

8. Structural Bias And Representation

Despite progress, leadership representation in education is not always balanced. This can reinforce hesitation. 

When women don’t see leaders like themselves, it makes them less sure of what they can do. Representation is important for building confidence and setting goals.

9. Emotional Labour Expectations

Women in leadership often carry emotional labour, like supporting teams, managing relationships, and keeping the culture alive.

These are their strong points, but if they aren’t supported by structured leadership development, they can also lead to burnout.

10. Conditioning And Decision-Making Courage

Social conditioning often affects how people make choices. A lot of women have been taught to look for certainty before they do anything. But being a leader means making decisions in uncertainty. To move forward, you need to build the necessary skills.

This is why initiatives like “The Leading Edge” are critical in building decision-making confidence and leadership identity.

Upcoming events:

• 7 & 8 August: Brisbane, Australia
• 14 & 15 August: Sydney, Australia

These experiences will give you real-world leadership skills, practical strategies, and a chance to connect with other leaders.

Conclusion

The uncertainty among skilled female educators pertains not to their abilities but to issues of clarity, confidence, and systemic obstacles. To help women teachers move up in their careers, these issues must be dealt with through targeted development.

Coaching Focus has been empowering women through personalised program focused on leadership development for women educators and the women in the educational leadership conference. Get in touch if you’re ready to move forward in your leadership journey.

FAQs

Why do many capable women educators hesitate to apply for leadership roles?

Many are afraid to take the next step because they don’t know what to do with their careers; they’re not sure if they’ll have to work harder or be watched more closely. Even though they are very capable, internal and external barriers often make them doubt themselves, making leadership seem like a risk instead of a natural next step.

How can leadership coaching support women educators?

Leadership coaching helps people become more clear, confident, and able to think strategically. It helps teachers align their strengths with what leaders expect, learn how to make decisions, and get over self-doubt through structured, evidence-based advice.

What role does professional development play in leadership readiness?

Professional development gives you the skills, frameworks, and mindset required to be a leader. It additionally makes safe places for practice, reflection, and growth, which are all important for building confidence and skills as a leader.

Are conferences valuable for women in educational leadership?

Yes, conferences offer exposure to real-world leadership insights, networking opportunities, and practical strategies. They help educators see role models they can relate to and give them the confidence to take on leadership roles with clarity and purpose.

Online coaching for educators goes beyond being a convenient option. It has evolved into a strategic leadership development option. Today schools deal with growing complexity, stricter accountability, and ongoing leadership pressure. Teachers are now questioning whether coaching is beneficial rather than whether it has a quantifiable effect in actual school settings.

When teachers don’t get targeted coaching help, the results are often clear:

• Decisions made by leaders become less strategic and more reactive.
• Middle leaders continue to be operational instead of being influential.
• Career advancement stalls due to lack of clarity and confidence.
• Isolation in leadership is growing, especially in executive positions.

Coaching Focus has helped thousands of leaders through structured coaching over the past ten years by working with teachers all over Australia. In this blog, we talk about when online coaching works and what makes high-impact coaching different.

Why is Leadership-level Online Coaching Effective?

The effectiveness of online coaching resides in its capacity to facilitate cognitive development, rather than merely skill acquisition. Leadership challenges in schools are seldom technical; they are adaptive. They need judgement, the ability to influence others, and self-awareness.

High-quality coaching programs for educators work online because they:

• Create protected thinking time for leaders.
• Give leaders time to think without being interrupted.
• Allow for regular reflection between sessions.
• Focus on leadership problems that happen in real time.
• Hold leaders accountable for behaviour change.

Many teachers believe that the virtual format actually helps students focus and learn more deeply. Sessions are deliberate, time-limited, and devoid of the disruptions that frequently accompany in-person meetings in educational environments.

Effectiveness for Teachers and Aspiring Leaders

Online coaching works best for teachers and new leaders when the focus is on transition. This includes the journey from classroom proficiency to leadership impact.

Effective outcomes include:

• Increased confidence in professional conversations.
• More precise expression of leadership values.
• Improved readiness for middle leadership roles.
• Making strategic career decisions.

At this point, online coaching for educators works best when it pushes them to change their way of thinking, not just get ready for their roles. Teachers need time to think about their identity, authority, and impact. Coaching gives you that space.

Supporting School Leaders Navigating High-Pressure Role

Online coaching for school leaders works best for people who are dealing with complicated situations rather than gaps in their skills. Middle and senior leaders are often competent but overwhelmed.

Coaching at this level supports:

• Setting strategic priorities in situations with high demand.
• Using authority and trust to guide former peers.
• Handling disagreements and challenging discussions.
• Coordinating leadership actions with long-term goals.

Disciplined thinking is more valuable than advice. Through coaching, leaders can test speculation, take their time making decisions, and lead with purpose rather than urgency.

What Separates Effective Online Coaching From Ineffective Coaching?

Impact is independent of delivery mode. Design does. Main components of effective executive coaching for educators are:

• A clear goal connected to leadership results.
• Consistent rhythm that creates momentum.
• Thorough knowledge of educational systems.
• Challenges that go beyond affirmation to stretch thinking.

When online coaching turns into unstructured dialogue or superficial assistance, it fails. Teachers should look for meticulousness rather than just assurance.

When Is Online Coaching Not The Right Fit?

Online coaching may be less effective if:

• The educator expects directive advice rather than reflection.
• The coach lacks credibility in educational leadership.
• Sessions are seen as optional instead of protected time.

Coaching requires dedication. Attendance is not the source of the return; application is.

Conclusion

Online coaching works best when it has a clear goal, is structured, and is based on real-life experiences in educational leadership. Online coaching for educators is a scalable way for teachers to build clarity, confidence, and strategic leadership skills.

Schools and teachers all over Australia trust Coaching Focus on coaching programs for educators that are based on research and create leadership impact. Contact us to find out which coaching path is best for you or your school.

Schools in Australia are working in an environment that is getting more complicated all the time. The ability of leaders to lead directly affects the health, culture, and academic success of their staff and students. This is why leadership coaching for educators is now a strategic investment instead of an extra activity.

When effective leadership coaching is implemented, schools frequently observe:

• More clear and confident leadership.
• Improved team communication and trust.
• Better change implementation.
• Less burnout among leaders.

With experience of training 5000+ leaders and working alongside Australian schools, Coaching Focus has helped leaders at every step of their journey with practical, evidence-based coaching methods.

In this blog, we’ll understand about leadership coaching for educators and why schools are investing in it.

What Is Leadership Coaching for Educators?

Leadership coaching for educators is a structured, professional partnership that helps teachers and school leaders learn the skills, behaviours, and ways of thinking they need to be effective leaders in modern school environments.

This type of coaching doesn’t give answers or orders; instead, it focuses on:

• Building self-awareness.
• Strengthening decision-making.
• Building the ability to lead strategically.
• Enhancing influence and communication.

Leadership coaching is not the same as regular professional development or one-time leadership workshops for educators. As it is personalised, reflective, and long-lasting, it enables leaders to immediately apply what they have learned to the actual school setting.

Why Are Schools Using Leadership Coaching as a Strategic Tool?

Instead of seeing leadership coaching as an add-on, many Australian schools now approach leadership coaching for educators as a deliberate strategy to improve leadership skills throughout the school.

This change is happening because of coaching:

• Encourages leaders to think strategically rather than just practically.
• Assists educational institutions in transitioning from reactive problem-solving to intentional leadership.
• Increases the capacity for internal leadership as opposed to depending on outside solutions.
• Establishes uniformity in the ways that leaders manage change, lead teams, and communicate.

When combined with focused leadership workshops for educators, coaching transforms from a one-time professional learning opportunity into an effective means of integrating strong leadership practices into regular school life.

Leadership Coaching Across Different Levels

Effective leadership coaching acknowledges that different roles call for different support.

1. Aspiring Leaders

For teachers considering leadership, coaching supports:

• Confidence to take on a leadership role.
• Understanding who you are as a leader.
• Readiness to take on more responsibility.

2. Middle Leaders

Middle leaders often manage teams without formal leadership training. Coaching helps them:

• Lead colleagues with assurance.
• Handle challenging conversations.
• Strike a balance between wellbeing, leadership, and teaching.

3. Senior and Executive Leaders

For principals and executive teams, coaching focuses on:

• Making strategic choices.
• Leading change and culture.
• Sustaining leadership effectiveness over time.

Leadership development for educators is most effective when it is contextual, practical, and integrated into daily leadership practice across all levels.

What to Consider When Investing in Leadership Coaching?

Schools should take into account the following in order to maximise the benefits of leadership coaching for educators:

• Educational background: Coaches need to be aware of school environments, not just general leadership concepts.
• Alignment with school priorities: Strategic goals should be supported by coaching, not the other way around.
• Persistent involvement: Continuous coaching produces better results than isolated sessions.
• Integration with professional education: Structured leadership development and coaching are most effective when combined.

Selecting the appropriate partner guarantees that coaching becomes an investment in developing capabilities rather than a temporary fix.

Conclusion

Leadership coaching for educators plays a critical role in building self-assured leaders, enhancing school culture, and promoting long-term development across Australian schools.

Hundreds of schools across the country trust Coaching Focus for providing practical, high-impact leadership coaching that is tailored to the realities of schools.

We assist schools in developing competent leaders at all levels through focused coaching and leadership programmes.

If you are ready to enhance your school’s leadership capabilities, get in touch and explore how we can help you reach your next stage of growth.

One of the most important things to understand about people, especially as a leader, is that everyone wants to be recognised. Whether it’s for effort, progress, support, or achievements, recognition is vital. It shows you value people, appreciate them, and truly see them. However, how people like to receive recognition varies widely. Some prefer a quiet word of thanks, a handwritten note, or a small token of appreciation. Others thrive on public acknowledgment, relishing the opportunity to celebrate their success with their peers. Some want to share the recognition with their team, while others enjoy their moment in the spotlight.

The key to effective recognition is in how it is received. Does it make the person feel valued? Does it feel genuine to them?

I once had a leader who consistently recognised me in public forums-staff meetings, gatherings, even in front of students. She spoke generously about my contributions in these settings. However, in one-on-one situations, her approach was completely different-dismissive, even suggesting that what I did was simply expected. Did I believe her public praise was genuine? Absolutely not. It felt performative rather than heartfelt.

To be meaningful, recognition needs to be delivered in a way that feels authentic to the recipient. If public acknowledgment resonates with them, great-but follow it up with a private, reinforcing comment to show that you truly meant it. For those who prefer a quiet expression of appreciation, a thoughtful email, a card, or a simple “thank you” in passing may be far more impactful than a grand announcement.

As a leader, it’s vital to understand how each member of your team likes to be acknowledged. Some appreciate enthusiastic, verbal recognition, while others find it overwhelming or even insincere. Some prefer a personalised email, while others might value a structured recognition program, like a weekly award for outstanding contributions.

Above all, remember that recognition is not about how you like to receive it-it’s about what feels genuine to the person you are recognising. The power of communication lies in how it is received. Public celebration can be appropriate and necessary at times, but it should be balanced with private, meaningful acknowledgment.

Failing to consider personal preferences can even have unintended consequences. Those who dislike public recognition may withdraw or shut down, potentially damaging the relationship rather than strengthening it. If you’re unsure, ask them how they prefer to be recognised. A simple question can ensure your efforts have the right impact.

It’s also important to be mindful of those who hold themselves to high standards. When recognised, their first instinct may be to downplay their contributions, attributing success to external factors rather than their own efforts. This is often a form of deflection. When this happens, don’t let them dismiss the recognition-gently reinforce it. Let them know you’ve noticed their hard work and that their contributions matter.

Recognition, when done right, has the power to build trust, motivation, and engagement. Take the time to tailor it to each individual, and you’ll create a culture where people feel truly valued.

What will you do this week to find out how your team members like to receive recognition?

If this interests you, join me at the Leadership Blueprint program being held in July and November 2025, both live workshops, held over ZOOM. It will teach you how to be lead with purpose and direction. It’s called being strategic. You can learn more about it here.

At the start of a new year there is a lot of change that needs to be implemented. Staff will have left, new staff have arrived, roles may have changed. Subjects may have been discontinued and new subjects are on offer. New ways of learning may be being put into place and there might be different expectations, changed rules and new processes. These are just a few. Each change needs to be embraced by the community and if they are going to embrace it they have to believe it is going to be worth the time and energy they invest in it. This applies to everybody involved, staff, students and parents.

How are you delivering the message so that you are getting buy-in, people are coming ‘onboard’ with the change and can feel the benefit to them of the change? It starts with your messaging.

Have you designed a clear message to the staff that is easily repeated by each of them to students and parents?

This message needs to tap into the benefits for the community of the change. There is often a ‘private’ story that you don’t necessarily want to share, perhaps to protect reputations, or reduce office politics, or to avoid confusion. It is therefore important to design the ‘public story’ that clearly and simply explains the ‘why’ behind the change and the benefit to the community ( the what’s in it for them).

Make the public story easy to share, document it, so that everyone is able to share it if asked at a parent meeting, in the corridor, out on yard duty, at a school evening function. Your community must be hearing the same message for consistency and reassurance.

What happens if you are not in control of your messaging?

If you are not in control of the story about a change, any void or confusion or difference between what one person is saying compared to another, creates doubt, mistrust and uncertainty. And the way the community will fill that void is to create their own story. This is how rumours start and they can quickly go viral and negatively impact your change efforts.

So this week, think about the changes that are being put into place. Take control of the messaging, develop the story you want to be shared and help everyone involved in getting that message out. If you are not responsible for a change, share this email with the person who is and ask them to design the story that you need to be sharing.

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I have been doing work on my website and there are some new pages that you will enjoy.

1. Events – we have mapped out the whole year for you so you can match your calendar with which programs are available at that time.

2. Shop – all of our products are now listed on one page. If they have multiple dates, you can see them once you click the icon.

3. Monday Motivation – I have been gradually uploading the Monday Motivations from last year onto the Blog page. This page will continue to grow.

4. Podcasts – Recently I had a great conversation with Julia Padgett, on her podcast, Launch Into Teaching for early career teachers. We talk about managing the adult-adult interactions; an area not covered through the university teacher -training programs.

I have spent the weekend thinking and writing about leadership, particularly about how leaders in our schools can be more strategic, in how they lead their teams and bring about positive and impactful change. Being strategic, is not about being manipulative, or political. It’s about being smart, proactive, focused and having everyone aligned, working with the same priorities and in the one direction.   

Being strategic starts with you and your leadership.

There are many aspects to being strategic.

• Your leadership style- the culture you create around you
• Your working style – how you manage your time and make decisions
• Your educational focus – and how this is adding value to your organisation
• How you are growing the capacity of the people around you
• How you lead your team – ensuring they add value to the organisation

If this interests you, join me at the Leadership Blueprint program being held in July and November 2025, both live workshops held over ZOOM. It will teach you how to lead with purpose and direction. It’s called being strategic. You can learn more about it here.

I am seeing too many leaders and schools put plans in place for a new strategy or even a small change, only to see them fail and then wonder why their plans aren’t working. It’s because they haven’t done the groundwork first. They haven’t set up the conditions for success first.

Having a clear strategic direction will guide:

Your interactions, Your decisions, Your team, Your organization and ultimately Your Career Success. It all links together.

These statistics paint an interesting picture of how the leaders think they are doing a great job, but the rest of the team or organization overall feel very differently.

• Only 22% of employees feel that leaders have a clear direction for the organization. (Gallup)
• 67% of well-formulated strategies fail due to poor execution.
• 60% of leaders think less than 20% of the workforce has at least a basic understanding of company strategy and can explain it. (Organizational Synergies, 2003)
• 5% of employees are aware of and/or understand their company’s strategy. (Harvard Business Review, 2005)

But before you determine your strategic direction, there is work that needs to be done on you ( and its done by you) to create the conditions needed so that your team are ready and willing to embark on a new strategy or any change.

You might have heard the adage Culture Eats Strategy for Breakfast.

(Peter Drucker has always been attributed to this, but recently he has been quoted as disputing he said these exact words. I just thought I would share that.)

Having a strategy or a plan is great, but if the people who you hope will carry out the strategy aren’t ready for it, the culture needs work first.

Culture is where you start. Always. You need to set up the conditions for success first. Innovation comes where there is freedom to think, to speak, to be critical, to explore, to be creative, to think outside the square. If the culture doesn’t allow this, any strategy will be simply a nice-looking document or a colourful dream. This reminds me of another adage, If you fail to plan, you plan to fail.

This program is focused on the leader not the school. People follow leaders they trust. Leaders are the influencers. Leaders create the culture. If your team feel you have the school’s best interests at heart and the strategic direction you are encouraging them to take is going to have a worthwhile, lasting, positive impact they will join you on the journey. If they think it is just so you can prove your worth to your new school or new role, or its going to drive your personal agenda or your career, they will see through this remarkably quickly. You create the culture around you. Set this up first.

Join me at the Leadership Blueprint being held in July and November 2025, both live workshops held over ZOOM. It will teach you how to lead with purpose and direction. It’s called being strategic. You can learn more about it here.