Implementation of a Coaching Approach in the Educational Process from the Perspective of Principals and Teachers of Kindergartens, Primary and Secondary Schools
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| Title: | Implementation of a Coaching Approach in the Educational Process from the Perspective of Principals and Teachers of Kindergartens, Primary and Secondary Schools |
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| Language: | English |
| Authors: | Lenka Štefáková (ORCID |
| Source: | Acta Educationis Generalis. 2026 16(1):100-118. |
| Availability: | Paradigm Publishing Services, a company of De Gruyter Poland. Nowogrodzka 4/3, 00-513 Warsaw, Poland. Tel: +48-22-245-3355; e-mail: contact@pps.pub; Web site: https://paradigmpublishingservices.com/ |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education Early Childhood Education Preschool Education |
| Descriptors: | Foreign Countries, Elementary Secondary Education, Preschool Education, Teacher Attitudes, Principals, Administrator Attitudes, Coaching (Performance), Affordances, Barriers |
| Geographic Terms: | Slovakia |
| DOI: | 10.2478/atd-2026-0008 |
| ISSN: | 2585-7444 |
| Abstract: | Introduction: Pilot examined coaching in Slovak kindergarten, primary and secondary schools and integrated a SWOT. Methods: Interviews with principals/teachers (n=29); uniform definitions; thematic synthesis. Results: Benefits: communication, feedback, reflection, team culture. Barriers: time/logistics, capacity, long-term commitment, unclear coach qualifications; threat: pro-forma uptake. Opportunities: mentoring/supervision, management development. Specifics: kindergarten low-cost; primary burnout prevention; secondary change management. Discussion: Requires leadership support and gradual, context-adapted implementation. Limitations: Qualitative, non-random sample; no causal inference. Conclusions: Mixed-design studies should quantify change and compare models. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1499845 |
| Database: | ERIC |
| Abstract: | Introduction: Pilot examined coaching in Slovak kindergarten, primary and secondary schools and integrated a SWOT. Methods: Interviews with principals/teachers (n=29); uniform definitions; thematic synthesis. Results: Benefits: communication, feedback, reflection, team culture. Barriers: time/logistics, capacity, long-term commitment, unclear coach qualifications; threat: pro-forma uptake. Opportunities: mentoring/supervision, management development. Specifics: kindergarten low-cost; primary burnout prevention; secondary change management. Discussion: Requires leadership support and gradual, context-adapted implementation. Limitations: Qualitative, non-random sample; no causal inference. Conclusions: Mixed-design studies should quantify change and compare models. |
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| ISSN: | 2585-7444 |
| DOI: | 10.2478/atd-2026-0008 |
