In this study, we primarily aimed to investigate coaches’ roles and their considerations in shifting coaching roles they perform. Employing a qualitative descriptive research, we conducted semi-structured interview sessions with ten instructional coaches to determine their roles and considerations in shifting roles during coaching English teachers in primary schools. Utilizing Braun and Clarke’s (2006) six-phase approach, we employed thematic analysis to analyse the desired data collected in the study. The findings suggested that there were three roles instructional coaches enacted, namely, the role of the implementer, advocate, and educator. The roles were influenced by coaches’ considerations of teacher readiness, coaching style and coaches’ qualities. The findings also showed that the coaches performed a non-authoritative approach in their coaching and constantly role-shifted between the roles according to the demand of different situations. Influencing their decision in role-shifting, the coaches’ roles and their considerations provide insights into instructional coaching. As such, practitioners and stake holders can reflect and enhance the implementation of the coaching programme to encourage supportive coaching activities. Because there is a need to conduct adequate research on instructional coaching specifically in the context of Malaysia, this study offers an insight into coaches’ specific roles in Malaysia. Future research can take a closer look at the “in-the-moment” coaching process to determine the professional development programmes designed based on coaches’ understanding of role-shifting.
Instructional Coaching, Teacher Education and Professional Development, Qualitative Research, Coaching Roles, Elementary Education and Teaching, In-service Teacher Training, Coaching and Mentoring in Education
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Recommended APA Citation
Kho, S., Saeed, K. M., & Mohamed, A. R. (2019). Instructional Coaching as a Tool for Professional Development: Coaches’ Roles and Considerations. The Qualitative Report, 24(5), 1106-1132. https://doi.org/10.46743/2160-3715/2019.3774