EMOTIONAL–INTUITIVE APPROACHES IN COACHING: BARRIERS AND PROFESSIONAL IDENTITY OF WOMEN COACHES IN ACADEMIC AND CORPORATE CONTEXTS

Abstract

This article examines how the emotional–intuitive approach is being integrated into academic and corporate environments. It focuses on female coaches whose professional practice is rooted in emotional intelligence, empathy and intuitive awareness. The study analyses how specialists working with emotions adapt to formalised systems that prioritise logic, evidence and standardised performance criteria. This study employed a qualitative design, combining autoethnography and semi-structured interviews (n = 10) with an online survey. This approach enabled the identification of internal and external barriers faced by female practitioners, including impostor syndrome, professional marginalisation and institutional expectations of objectivity. The findings suggest that participants develop adaptive strategies that combine emotional awareness with professional standards. The analysis identified several key themes that shape the professional experiences of women coaches. These themes include the tension between emotional authenticity and institutional expectations of rational professionalism, strategies for maintaining inner stability, and the development of intuition as a form of professional judgement based on experience. Rather than being obstacles, emotional sensitivity, empathy and embodied awareness emerge as structured professional competencies that contribute to relational trust, leadership development and organisational culture. These findings inform current discussions in professional education and leadership studies, demonstrating how emotional and relational competencies can be considered legitimate components of professional expertise in contemporary coaching practice. The study emphasises the growing importance of integrating emotional awareness into professional training environments, highlighting the role of reflective practice in strengthening professional identity and sustainability among coaching practitioners. This study makes a valuable contribution to the growing body of research on emotionally informed professional practice, offering qualitative insights into the negotiation of relational and intuitive competencies within institutional environments. It suggests that incorporating emotional and intuitive competencies into professional education and leadership training could enhance contemporary academic and corporate settings.