Understanding coaching efficacy in education through activity systems: privileging the nuances of provision

Abstract

Purpose

The research demonstrates the role of activity systems based in Cultural Historical Activity Theory as a means of analysing characteristics and efficacy of specific provisions of coaching in education.

Design/methodology/approach

Three examples of coaching in education were selected, involving 51 schools in England. The three examples were re-analysed using activity systems. This drew on existing evaluation evidence, gathered through interviews, questionnaires, focus groups and recordings of coaching.

Findings

In each example, the object of the coaching was to address a specific challenge to secure the desired quality of education. Using activity systems it is possible to demonstrate that coaching has a range of functions (both intended and consequential). The individual examples illustrate the potential of coaching to support change in complex and diverse education settings.

Research limitations/implications

The use of existing data from evaluations means that direct comparisons between examples are not made. While data were collected throughout the duration of each coaching programme no follow-up data was available.

Practical implications

The analysis of the examples of coaching using activity systems provides evidence of the efficacy of specific coaching provision in achieving individually defined objectives related to sustaining and improving specific educational practices.

Originality/value

The research offers insights into how coaching in education might be better tuned to the specific needs of contexts and the challenges experienced by the individuals working in them. In addition, it demonstrates the value of activity systems as an analytical tool to make sense of coaching efficacy.

Citation

Lofthouse, R.M., Rose, A. and Whiteside, R. (2022), "Understanding coaching efficacy in education through activity systems: privileging the nuances of provision", International Journal of Mentoring and Coaching in Education, Vol. 11 No. 2, pp. 153-169. https://doi.org/10.1108/IJMCE-02-2021-0036