Crynodeb
In today’s rapidly evolving educational landscape, schools face the dual challenge of fostering innovation among staff and supporting work-life balance to enhance teacher well-being. While coaching is extensively used in corporate contexts to drive creativity and well-being, its potential within primary education remains underexplored, particularly in supporting both innovative practices and sustainable work-life balance for educators.This research addresses this gap by investigating whether coaching interventions can serve as dual facilitators of innovation and well-being among primary school educators, guided by the primary research question: Does coaching impact the workforce's ability to innovate and sustain a healthy work-life balance?
Anchored in Carol Dweck’s Growth Mindset Theory and Vygotsky’s Proximal Development Theory, this research hypothesises that coaching will positively influence innovative teaching practices and contribute to improved work-life balance. The conceptual framework further predicts that the impact of coaching may vary based on individual schools, leadership support, and variation in the participating schools’ economic profile, encompassing both affluent communities and areas with significant socio-economic challenges. A mixed methods approach was employed combining quantitative metrics with qualitative insights from coaching interventions in primary schools across Wales.
Key findings reveal that coaching not only enhances problem-solving skills and fosters a growth-oriented mindset among educators but also supports well-being by helping teachers set goals, manage time, and establish boundaries. Quantitative analyses indicate a 20% increase in innovative teaching practices and measurable improvements in stress management, aligning with predictions that coaching supports both personal and professional resilience. However,
these outcomes vary depending on contextual factors, such as the strength of administrative support, which significantly influences job satisfaction and mitigates burnout.
The significance of these findings lies in their implications for educational policy and practice. By demonstrating the dual benefits of coaching on innovation and well-being, this research advocates for the integration of coaching within professional development frameworks across Welsh primary schools. Such integration could foster an environment that values both employee welfare and continuous development, addressing the Welsh Government’s goal of creating resilient, forward-thinking educational institutions. This study underscores coaching as a strategic approach to enhance educator well-being and institutional adaptability, offering a critical pathway for sustainable educational improvement.
| Dyddiad Dyfarnu | 2025 |
|---|---|
| Iaith wreiddiol | Saesneg |
| Sefydliad Dyfarnu |
|
| Goruchwyliwr | Andrew Thomas (Goruchwylydd) & Lyndon Murphy (Goruchwylydd) |