Raising Leadership Self-Efficacy and Minimizing Organizational Burnout Among School Administrators in a GROW Model of Cognitive Behavioral Coaching.

This article focuses on a randomized controlled trial investigating the effectiveness of the GROW-Model (GROW-M) of Cognitive Behavioral Coaching in reducing organizational burnout and enhancing leadership self-efficacy (LSE) among school administrators in Enugu State, Nigeria. The study involved 77 school administrators randomly assigned to either a GROW-M intervention group or a waitlisted control group, with the intervention delivered weekly over nine weeks. Results demonstrated that GROW-M significantly decreased burnout symptoms—including emotional exhaustion, depersonalization, and reduced professional efficacy—and significantly improved LSE, with these effects sustained at a three-month follow-up. The findings suggest that GROW-M coaching serves as a valuable resource for building resilience and coping skills in school leaders facing occupational stress, although the study notes limitations such as a small sample size and reliance on self-reported measures.