Teacher coaching in New Zealand secondary schools: an exploratory study

Abstract

Purpose: The purpose of this paper is to explore how teacher coaching is being implemented in New Zealand secondary schools. Design/methodology/approach: A pragmatic mixed methods approach was identified as the most suitable. A dominant qualitative approach, using a sequential design, incorporating triangulation of methods and perspectives across time, provided an appropriate research design framework. Findings: The findings indicate that teacher coaching is a popular professional development approach that has been enthusiastically implemented throughout New Zealand secondary schools. The four factors of purpose, evaluation, training and funding have been shown to be interrelated factors operating in New Zealand teacher coaching programmes. These factors are perceived to have an influence on teacher coaching programmes achieving their stated objectives. Research limitations/implications: A limitation of this study is that it provides a snapshot of teacher coaching in New Zealand secondary schools, and the snapshot presented is constantly changing. A methodological limitation of the study related to the 28 per cent response rate of the questionnaire and the small sample size used for the interview phases. Practical implications: This study encourages school leaders to consider if they have defined teacher coaching in the context of their programmes and articulated their objectives. They are persuaded to think about how they could design robust evaluation strategies and targeted training. Social implications: The findings show the concept of teacher coaching is a social construct that is influenced not only by unique environmental contexts but also the individual perceptions of all those involved. Originality/value: This study provides new knowledge in relation to how and why teacher coaching is being used and the factors that influence whether programme objectives are achieved.