Educational COACHING and teacher motivation: A systematic review
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Abstract
The study aimed to analyze recent scientific evidence on the relationship between educational coaching and teacher motivation through a systematic review of research conducted in educational contexts. A qualitative approach with a systematic review design was adopted, applying the PRISMA protocol. Twelve studies published between 2020 and 2025 were selected from the Scopus and ProQuest databases, using inclusion criteria that considered the explicit connection between coaching and teacher motivation. The results revealed that educational coaching positively influenced various forms of motivation, such as professional, institutional, intrinsic, and collaborative. Improvements were identified in teachers' self-efficacy, commitment, job satisfaction, and professional development. Key conceptual components of coaching were also documented, such as goal setting, emotional support, and peer feedback, supported by theoretical models such as GROW, self-determination theory, and instructional coaching. The conclusions indicated that coaching, when contextualized and sustained, was consolidated as a transformative strategy for strengthening teacher motivation and addressing contemporary challenges in education.
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