Coaching programmes for Australian teachers (An empirical study)

by Mary Briggs
FRSA, CMathTeach, Principal Lecturer and Programme Lead for Early Years and Primary ITE, Oxford Brookes University School of Education (UK)

What is the impact of coaching programmes for Australian teachers?
  • Design and method:
    The parts of the study reported here are some of the results from an on-line survey with a total of 15 questions to access as many teachers as possible at a distance in Australia. Questions were multiple choice with open ended questions to elicit more detailed responses
  • Results:
    195 respondents. 70% female. 44% 51-60 in age. 40% worked in the primary school phase. Headteachers were the largest single group in relation to their roles with the next one those in supporting roles across a wide age phase of education. Their experience of teaching was varied but the largest group had 26-30 years as a teacher. In relation to their decision to become involved in coaching 32% decided that it was something they were interested in and wished to pursue. 30% decided that coaching skills would be used in their current school. 45% said they use coaching every day in conversations, 58% stated that coaching relationships had no limit. Themes from the responses to open ended questions about the programme followed centred around how coaching skills had changed the ways in which they had conversations with others.
  • Conclusions:
    The training has had an impact of the teachers practice particularly in relation to the conversations they have with others for example ‘Significantly enhanced conversation skills used in the role’. The majority of the teachers use coaching skills everyday but only 35% of the respondents’ contract before coaching.

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