Teachers’ perceptions of cognitive coaching: impacts on self-efficacy, improvement and growth

Abstract

This qualitative phenomenological study explores Secondary school teachers’ perceptions of how cognitive coaching enhances self-efficacy, supporting self-improvement and professional development. Research highlights a strong link between coaching and self-efficacy, with coaching fostering optimism, reflective growth, and improved teaching practices. This study examines how non-evaluative coaching observations and validation of new methods contribute to increased teacher confidence. Using Interpretative Phenomenological Analysis (IPA), the study identifies key themes through coding and thematic analysis of semi-structured interviews with eight secondary teachers in a school in Wales participating in a peer coaching programme. Four main themes emerged: (1) attitudes towards coaching, (2) its impact on teaching practices, (3) perceptions of self-efficacy, and (4) relationships with coach-coachees. Findings suggest that cognitive coaching enhances reflective practice, self-directed learning, and overall teacher efficacy. The study is relevant to both Primary and Secondary schools, providing insights into how a coaching model supports professional growth and enriches pedagogy. Additionally, it offers implications for leadership teams considering coaching as a sustainable, in-house professional development approach aligned with policy initiatives promoting schools as ‘Learning Organisations’.