Understanding coaching efficacy in education through activity systems: privileging the nuances of provision

Abstract

PurposeThe research demonstrates the role of activity systems based in Cultural Historical Activity Theory as a means of analysing characteristics and efficacy of specific provisions of coaching in education.Design/methodology/approachThree examples of coaching in education were selected, involving 51 schools in England. The three examples were re-analysed using activity systems. This drew on existing evaluation evidence, gathered through interviews, questionnaires, focus groups and recordings of coaching.FindingsIn each example, the object of the coaching was to address a specific challenge to secure the desired quality of education. Using activity systems it is possible to demonstrate that coaching has a range of functions (both intended and consequential). The individual examples illustrate the potential of coaching to support change in complex and diverse education settings.Research limitations/implicationsThe use of existing data from evaluations means that direct comparisons between examples are not made. While data were collected throughout the duration of each coaching programme no follow-up data was available.Practical implicationsThe analysis of the examples of coaching using activity systems provides evidence of the efficacy of specific coaching provision in achieving individually defined objectives related to sustaining and improving specific educational practices.Originality/valueThe research offers insights into how coaching in education might be better tuned to the specific needs of contexts and the challenges experienced by the individuals working in them. In addition, it demonstrates the value of activity systems as an analytical tool to make sense of coaching efficacy.

Analysis of instructional coaching: what, why and how

“…Reflective discussion provides the opportunity for coach-led reflection on areas for teacher improvement and strengths (Powell et al. , 2010) and acts as a sense-making process (Lofthouse et al. , 2021).…”

“…Coaching has also been shown to increase the nature and amount of feedback provided to teachers (Clark et al, 2022). Reflective discussion provides the opportunity for coach-led reflection on areas for teacher improvement and strengths (Powell et al, 2010) and acts as a sense-making process (Lofthouse et al, 2021). Joint planning occurs as the coach and teacher work together to determine overall goals for coaching and for upcoming sessions (Powell et al, 2010), the coaching process itself and the desired student outcomes (McGatha, 2008).…”

Academic Supervision through Coaching Techniques to Enhance Teachers’ Professional Competence

“…Coaching is a process carried out by leaders to provide individual attention and guidance to organization members to overcome their individual challenges and enhance their performance (Lyons & Bandura, 2021). Coaching is a collective effort consisting of specific social practices localized to activities carried out and associated with past events (Lofthouse et al, 2021). Furthermore, Burt and Talati (2017) stated that coaching is one of the most commonly used tools for developing leaders within organizations.…”

Impact of Coaching on the Development of Personal and Social Competences among Secondary School Students

“…The Socratic method is primarily used, favoring an inward perspective to help people to discover their full potential, of which they may as yet be unaware. Following that approach, a wide variety of complex and diverse challenges may be explored in everyday activities [ 22 , 23 , 24 , 25 , 26 ].…”