Exploring Coaching Relationships, Teacher Self-Efficacy, and Motivation: Psychological Associations with Teachers' Acceptability of Coaching and Stress.

Abstract read

In one paragraph

Article in Behavioral sciences (Basel, Switzerland), 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it

0cells of the map it votes in

0citing papers in PubMed

–field-weighted citation impact

1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

2 authors.

Jiayi WangDepartment of Psychological, Health, and Learning Sciences, University of Houston, Houston, TX 77204, USA.ORCID 0000-0003-2996-8376

Duli ShiCommunication Studies Department, New Mexico State University, Las Cruces, NM 88003, USA.ORCID 0000-0002-9058-952X

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Teacher coaching is a widely used approach to support teacher professional development, yet the relational and psychological factors that influence coaching outcomes remain underexplored. Guided by the Expectancy-Value Theory and prior literature, this study examined the role of coaching relationships, teacher self-efficacy, and teachers' motivation for coaching in the coaching process, with two key outcomes: teachers' acceptability of coaching and perceived stress. A sample of 308 K-12 teachers from the United States completed relevant measures. Structural equation modeling revealed that high-quality coaching relationships were significantly associated with greater acceptability, self-efficacy, and motivation, particularly increased perceived benefits and reduced reservations. Coaching relationships and coaching acceptability were indirectly associated via self-efficacy and perceived benefits. The indirect association between coaching relationships and stress was fully explained through self-efficacy. These findings underscore the importance of fostering strong relationships with teachers and addressing motivational components to enhance the effectiveness of coaching interventions.

Indexed as

acceptability of coachingcoaching relationshipteacher self-efficacyteachers’ motivation for coachingteacher stress

Identifiers

PMID42352670

DOI10.3390/bs16060838

PMCPMC13295794

What OpenQuestion holds

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LicenceCC BY

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Registered trials

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.