Analysis of the Potentials of GROW Coaching Model in Developing Teachers’ and Principals’ Competencies/Analiza potencijala GROW modela coachinga u razvoju kompetencija učitelja i ravnatelja škola

Abstract

Abstract
This study examined the potential of the GROW (Goal, Reality, Options, Will)
coaching model for developing teachers’ and principals’ competencies through a
scoping review approach. Using the PRISMA framework, 20 peer-reviewed studies
published between 2015 and 2022 were analysed to identify trends in research focus,
methodological approaches and competency domains addressed through GROW-based
coaching. The findings indicate that the GROW coaching model is predominantly
applied to the development of teachers’ pedagogical competencies, particularly in
relation to instructional planning, teaching strategies and reflective practice. For
school principals, the model is mainly associated with the development of managerial
and supervisory competencies. A closer analysis revealed that different stages of the
GROW model correspond to specific competency domains, with setting goals and
reflecting on situations that support pedagogical development, while strategic decisionmaking
and action commitment support leadership-related competencies. Overall, the
results suggest that the GROW coaching model functions as a structured reflective
mechanism rather than a prescriptive training approach, which makes it suitable for
competency-based professional development in education. However, the review also highlights gaps in the development of personal competencies and emerging digital
competencies, which indicates directions for future research and practice.
Key words: GROW coaching model; teacher competencies; principal competencies;
professional development; scoping review

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Sažetak
Ovim istraživanjem ispituje se potencijal GROW modela coachinga u razvoju
kompetencija učitelja i ravnatelja škola primjenom pristupa pregleda opsega
(scoping review). Korištenjem PRISMA okvira analizirano je 20 recenziranih
studija objavljenih između 2015. i 2022. godine kako bi se identificirali trendovi
u istraživačkom fokusu, metodološkim pristupima i domenama kompetencija
koje se razvijaju primjenom coachinga temeljenoga na GROW modelu. Rezultati
pokazuju da se GROW model coachinga najčešće primjenjuje u razvoju pedagoških
kompetencija učitelja, posebno u području planiranja nastave, nastavnih strategija
i refleksivne prakse. Kod ravnatelja škola model je uglavnom povezan s razvojem
menadžerskih i supervizijskih kompetencija. Detaljnija analiza pokazuje da
različite faze GROW modela odgovaraju specifičnim domenama kompetencija, pri
čemu postavljanje ciljeva i refleksija stvarne situacije podupiru razvoj pedagoških
kompetencija, dok strateško donošenje odluka i opredjeljenje za djelovanje podupiru
kompetencije povezane s obrazovnim vodstvom. Općenito, rezultati upućuju na to da
GROW model coachinga djeluje kao strukturirani refleksivni mehanizam, a ne kao
preskriptivni pristup obuci, što ga čini prikladnim za profesionalni razvoj temeljen na
kompetencijama u obrazovanju. Međutim, pregled također ukazuje na nedostatke u
razvoju osobnih i novih digitalnih kompetencija, što predstavlja smjernice za buduća
istraživanja i praksu.
Ključne riječi: GROW model coachinga; kompetencije učitelja; kompetencije
ravnatelja; profesionalni razvoj; pregled opsega