@article{Endwistle,2026This,
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’.},
author = {Endwistle, L. and Rees-Davies L.},
title = {Teachers’ perceptions of cognitive coaching: impacts on self-efficacy, improvement and growth},
number = {1},
journal = {Coaching: An International Journal of Theory, Research and Family Practice },
year = {2026},
language = {English},
url = {www.tandfonline.com/doi/full/10.1080/17521882.2025.2570687},
volume = {19}
}