An Exploration Into the Links Between Coaching Practices, Coaching Cultures and the Emergence of Ecological Agency in Schools

In the fast-evolving landscape of education, teachers face increasing pressures to meet diverse student needs, maintain high standards, and foster a supportive school culture. Coaching has emerged as an influential tool for teacher development, encouraging reflection, learning, and growth. My research delves into the intersection of coaching and ecological agency in the teaching profession, exploring how coaching practices empower teachers and improve school environments.

Coaching has emerged as an influential tool for teacher development, encouraging reflection, learning and growth.

Ecological agency, as described by Priestley et al. (2015), provides a lens through which to understand teacher agency in schools. Rather than viewing agency as a static trait, ecological agency emphasises the complex interplay between individual capacities, relational dynamics, and institutional support. This framework highlights how teachers can act with purpose and autonomy when supported by the right conditions, such as a collaborative school culture and access to professional development opportunities.

Coaching complements this model by promoting self-directed learning and reflection. It creates an environment where teachers can develop the skills, confidence, and resilience needed to navigate the complexities of their roles. Through active listening, thoughtful questioning, and constructive feedback, coaching helps teachers become more aware of their strengths and areas for improvement. This empowers them to take control of their professional development, aligning their practices with their personal values and the evolving needs of their students.

A central aspect of my research focuses on how coaching cultures in schools shape and support teacher agency. When coaching becomes embedded in the fabric of a school, it fosters a culture of continuous improvement, mutual respect, and collaboration. In these environments, teachers are not merely passive recipients of professional development; they are active participants who take ownership of their growth.

Coaching also facilitates equality in relationships within schools. Traditional hierarchical structures can inhibit open communication, but coaching encourages dialogue between teachers, administrators, and peers on an equal footing. This shift toward more egalitarian interactions promotes trust and a sense of shared responsibility, which is crucial for fostering a supportive and cohesive school culture.

A central aspect of my research focuses on how coaching cultures in schools shape and support teacher agency.

Despite the potential of coaching to empower teachers, there are often barriers that hinder its full implementation. One of the most significant challenges is the “fear of the unknown.” Many teachers initially view coaching as vague or unfamiliar, leading to resistance or skepticism. Addressing this fear through clear communication about the purpose and benefits of coaching is essential for its success.

Moreover, schools need to create the right conditions for coaching to thrive. This includes providing dedicated time for reflection, offering institutional support, and promoting a coaching culture that encourages experimentation and innovation. Without these conditions, coaching may fail to produce the desired outcomes, and teachers may struggle to exercise agency in meaningful ways.

Reflective practice is a key element of coaching that supports the development of ecological agency. Through regular coaching sessions, teachers are given the “time to think,” allowing them to step back from their daily routines and critically evaluate their practices. This reflective space is invaluable for personal growth, as it enables teachers to assess their methods, explore new strategies, and make informed decisions about their future actions.

In my research, participants consistently highlighted the importance of having dedicated time for reflection, noting that it helped them manage the complexities of their roles and develop greater self-awareness. This, in turn, fostered a sense of empowerment, as teachers became more confident in their ability to navigate the challenges of their profession.

One of the most compelling findings from my research is the development of transferable skills through coaching. Teachers reported significant improvements in communication, questioning techniques, and self-awareness. These skills extended beyond their immediate teaching practice, enhancing their interactions with colleagues, students, and even in their personal lives.

By developing these transferable skills, coaching contributes not only to individual teacher growth but also to the broader school environment. Improved communication and collaboration among staff create a more supportive and dynamic learning atmosphere, which ultimately benefits students.

Coaching helps teachers become more self-aware, confident, and adaptable, enabling them to navigate the complexities of their roles and contribute meaningfully to their school communities.

In conclusion, my research demonstrates that coaching is a powerful tool for fostering teacher agency and improving school environments. By integrating coaching into the daily practices of schools, we can create cultures of reflection, empowerment, and continuous growth. Coaching helps teachers become more self-aware, confident, and adaptable, enabling them to navigate the complexities of their roles and contribute meaningfully to their school communities.

As we continue to explore the potential of coaching in education, it is clear that its impact goes beyond individual professional development. Coaching has the potential to transform school cultures, promoting a more collaborative, equitable, and supportive approach to education—one that not only benefits teachers but also enriches the learning experiences of students.

Listen to a conversation that I have with Dr Kris Needham, from Growth Coaching International and editor of the GCI Insights as we discuss ecological agency here.

Read more about this study in the CollectivEd Working Papers, Issue 14 – Extending Practices in Coaching and Mentoring Special Edition here.