Effects of the introductory coaching workshop for preschool teachers


  • K. Mori
  • R. Ishikawa
  • Y. Matsuda-Chapman


Background: Japan faces a decline in birthrate and family size, resulting in young children having fewer opportunities to engage in personal relationships and socialization. Therefore, the need for the support of preschool teachers to prevent children’s maladjustment has increased. Literature on professional development for preschool teachers indicates coaches can have a positive impact on helping preschool teachers address these challenges. Specifically, coaches can provide timely and focused feedback, enable teachers to develop skills to self-regulate their learning, and support teachers to become more mindful practitioners. Coaching can facilitate a shift in a teacher's practice paradigm enabling them to meet current expectations for teacher accountability. The purpose of this study was to examine the effects of the introductory coaching workshop for preschool teachers. Methods: The coaching workshop was conducted at a preschool in Machida, Tokyo. 82 preschool teachers participated in the workshop. The coaching checklist was used for assessment. Ethical considerations were explained and 40 preschool teachers agreed to participate in the assessment. The workshop lasted 90 minutes consisting of guidance on parent coaching, modeling and paired exercises on listening, questioning and acknowledging. Results: Self-efficacy (in listening, communicating approval, and watching children), self-motivation and coaching self-assessment were significantly higher than baseline skill levels. Teacher tenure has no impact on changes in self-efficacy. Discussion: The study demonstrated the effects of a brief introductory coaching workshop on facilitating self-efficacy in preschool teachers’ coaching skills. As participants were motivated at baseline, subsequent workshops should be designed to maintain motivation.





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