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Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/37954
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dc.contributor.authorMiller, Jasmineen_UK
dc.contributor.authorCowley, Joe Gen_UK
dc.date.accessioned2026-04-11T00:13:22Z-
dc.date.available2026-04-11T00:13:22Z-
dc.date.issued2026-02-23en_UK
dc.identifier.urihttp://hdl.handle.net/1893/37954-
dc.description.abstractThis study explores the relationship between coaching practices, coaching cultures, and ecological agency in schools. Using a phenomenological approach, it examines the experiences of nineteen teachers to understand how coaching influences teacher agency. Thematic Analysis identified five key themes, highlighting coaching’s role in fostering a supportive culture. Findings suggest coaching enhances teacher agency but may not generalise broadly. This research contributes to educational coaching literature by addressing its impact on teacher development and school improvement. It offers practical insights for educators and policymakers aiming to create dynamic learning environments.en_UK
dc.language.isoenen_UK
dc.publisherUniversity of Westminster Pressen_UK
dc.relationMiller J & Cowley JG (2026) An exploration into the links between coaching practices, coaching cultures, and the emergence of ecological agency in schools..en_UK
dc.rights© the Author(s). Published under a CC BY-NC-ND/4.0 licence.en_UK
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/en_UK
dc.subjectCoaching in Educationen_UK
dc.subjectEcological Agencyen_UK
dc.subjectTeacher Developmenten_UK
dc.subjectPhenomenological Researchen_UK
dc.subjectCoaching Cultureen_UK
dc.titleAn exploration into the links between coaching practices, coaching cultures, and the emergence of ecological agency in schools.en_UK
dc.typeJournal Articleen_UK
dc.identifier.doi10.24384/70db-4713en_UK
dc.citation.jtitleInternational Journal of Evidence Based Coaching and Mentoringen_UK
dc.citation.issn1741-8305en_UK
dc.citation.volume24en_UK
dc.citation.issue1en_UK
dc.citation.spage4en_UK
dc.citation.epage26en_UK
dc.citation.publicationstatusPublisheden_UK
dc.citation.peerreviewedRefereeden_UK
dc.type.statusVoR - Version of Recorden_UK
dc.author.emailjoe.cowley@stir.ac.uken_UK
dc.citation.date23/02/2026en_UK
dc.contributor.affiliationEducationen_UK
dc.contributor.affiliationEducationen_UK
dc.identifier.scopusid105031007977en_UK
dc.identifier.wtid2136560en_UK
dc.contributor.orcid0009-0002-4347-5949en_UK
dc.contributor.orcid0000-0003-4318-9264en_UK
dc.date.accepted2025-03-24en_UK
dcterms.dateAccepted2025-03-24en_UK
dc.date.filedepositdate2025-06-16en_UK
rioxxterms.apcpaiden_UK
rioxxterms.versionVoRen_UK
local.rioxx.authorMiller, Jasmine|0009-0002-4347-5949en_UK
local.rioxx.authorCowley, Joe G|0000-0003-4318-9264en_UK
local.rioxx.projectInternal Project|University of Stirling|https://isni.org/isni/0000000122484331en_UK
local.rioxx.freetoreaddate2026-04-01en_UK
local.rioxx.licencehttp://creativecommons.org/licenses/by-nc-nd/4.0/|2026-04-01|en_UK
local.rioxx.filenameIJEBCM_24_1_01.pdfen_UK
local.rioxx.filecount1en_UK
local.rioxx.source1741-8305en_UK
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