Exploring Educator Perceptions of Coaching in UK Schools

Purpose
This study aims to explore the perceptions of educators regarding the use of coaching in UK primary and secondary education. It investigates the who, what, why, where, when, and how of coaching interventions, providing insight into current coaching practices and their impact on teacher development and retention.
Background
Recruitment and retention of teachers in the UK remain critical issues, with many newly qualified teachers (NQTs) leaving the profession within their first five years. Coaching can enhance motivation and job satisfaction, yet evidence on its effectiveness in education settings is limited. Understanding existing coaching provision is crucial for assessing its potential benefits and limitations before evaluating its broader impact.
Methods
A mixed-methods design was adopted, beginning with a survey of 264 UK schools to assess coaching use and recruit participants for qualitative research. The second phase involved six focus groups and 15 interviews (N=26), analysed using Thematic Analysis (Braun & Clarke, 2023) to identify key themes related to coaching experiences in education.
Key points
Survey findings indicate that 157 educators reported receiving coaching, 76 stated they did not, and 9 were unsure. Coaching was predominantly delivered by in-school coaches (N=154), though external coaches were also engaged (N=67). Thematic analysis identified key themes, including coaching access, definitions, barriers, facilitators, impact, and professional development of coaches.
Conclusions
Findings will inform policy and practice by supporting the development of sustainable coaching strategies to improve teacher retention, identifying gaps in coaching provision, and guiding research on the effectiveness of coaching interventions in UK schools.