Impact of Cognitive Coaching on Self-Efficacy, Students, Classroom Management, And Instructional Practice in TEFL Teacher Education

Abstract

Purpose:

Purpose of this paper to explores the impact of cognitive coaching on ELT self-efficacy and reflection skills in TEFL teachers. To mitigate these challenges, they need to be mentally ready to serve their learners. One way of ensuring this cognitive readiness is by cognitive coaching.

Design/methodology/approach/Findings:

A survey has been conducted using a structured questionnaire and an interview containing various items that portray the Impact of Cognitive Coaching on Self-Efficacy, Students, Classroom Management, And Instructional Practice in TEFL Teacher Education. The sample consists of 112 respondents, 12 teachers and coordinators for interviews; however, 100 teachers. Study based on an inductive approach because it is essential to include the perceptions and opinions of participants to explore the impact of cognitive coaching. This study conducts an analysis of variance and the survey to conduct a quasi-experimental model.

This paper summarizes the findings of a study that focused on the effectiveness of cognitive coaching among TEFL teachers. After conducting qualitatively and quantitatively research investigating the role of cognitive coaching in enhancing outcomes among TEFL teachers, it was clear that cognitive coaching had significant learning outcomes when appropriately performed.

Originality/value

To the best of the authors’ knowledge, this is the first study that measures the “Impact of Cognitive Coaching on Self-Efficacy, Students, Classroom Management, And Instructional Practice in TEFL Teacher Education”.