Supporting early career teachers’ self-regulation and goal pursuit through online coaching during a professional development programme

Figures & data

Table 1. Self-management training modules, goals and exercises.

Module		Goal	Examples/Exercises
1)	Identifying strengths/weaknesses	Introduction to self-management/self-regulation Self-assessment of work-related behaviour/learning patterns Strengthen personal resources Applying solution-oriented coaching methods	Reflection on self-management (’sociometric line-up’) Test to assess work-related behaviour (Schaarschmidt and Fischer 2013) Method for systematic co-regulated problem solving (‘5 × 5 method’) …
2)	Dealing with challenges	Identifying behavioural patterns when dealing with challenges Practising solution-oriented methods and techniques	Focusing on the positive (‘three good things’) Strengthening efficacy (’active vs. reactive behaviour regulation’) Stress-reducing thinking patterns (‘analysing attribution and beliefs’)
3)	Implementing action plans	Analysing personal time use Formulating and optimising goals Activating personal resources Preparing goal implementation Creating an action plan; supporting personal commitment to implement it	Approaching change with time analysis/motivation Defining personal issues Formulating (sub-)goals Action plan Goal commitment (‘letter to yourself ‘)

For details see Bieri Buschor, Berweger, and Keck Frei (2022).

Table 2. Patterns of goal pursuit based on coaches’ reports over time.

	Pattern	Description	Example	N
1)	Pragmatic action-oriented pattern	Focus on pragmatic, attainable goals Strong action orientation, self-management skills, and openness to goal-oriented, autonomous learning Low need for feedback and deep reflection	Ex. 1: L set clear action goals (improve work organisation), acted autonomously. She implemented a new goal due to a current concern (improve classroom management). Ex. 2: N quickly achieved her goal (higher student participation in parent-teacher meetings), set other goals (analyse personal stress factors, change of teaching practice), pursued and achieved them by using rather ‘technical’ strategies.	20
2)	Reflective action-oriented pattern	Focus on professional development goals and self-regulation High interest in and/or need for coaching (e.g. school context, stress) and feedback Reflective stance, deep reflection High engagement, strong co-creation, high satisfaction with OC	Ex. 1: S actively pursued, partly attained her goal (improve self-management in teacher-parent cooperation) and recognised her success in a difficult situation. She set new goals (e.g. preparing difficult talk with parents), resumed, pursued and achieved them in a reflective process. Ex. 2: R actively pursued a complex goal (improve collaboration with peers, principal) narrowing it down to subgoals. She used the OC for reflective, co-creative problem-solving and was highly satisfied with it.	20
3)	Low focus and engagement pattern	Low focus on goal-orientation and goal pursuit (unfocused or far-reaching goal) Low engagement (e.g. lack of resources, resistance). Discrepancy between self-perception and perception by coaches (e.g. need for coaching)	Ex. 1: B set a goal with no focus (prepare the lessons well) and expressed a high need for support due to health issues. The goal was relevant to her, but she no longer pursued it. Ex. 2: W pointed out difficulties in creating an action plan, in clarifying her goal (optimise work process, deal with disorder, procrastination) and formulated wishes. She reported that she was making progress but concurrently showed resistance.	15

N = number of cases assigned to the pattern; 5 out of 60 cases were not assigned to the patterns due to lack of data or drop-out.

Table 3. Phases of goal pursuit, description and examples based on interviews with coachees.

	Phases	Description	Example
1)	Pre-actional phase: goal setting and commitment	Coaching supports teachers’ awareness related to goal setting, action plan and goal-oriented stance; it serves as a reminder, helps to adapt goal(s) and to clarify connections.	‘I had set a goal in the SMT, but I forgot about it […] we had a look at it again and discussed how I could implement it’. (J, 5)
2)	Actional phase: goal pursuit and monitoring	Coaching supports persistence related to monitoring, adapting or further developing goal/action, references to implemented steps, volitional process to maintain and optimise progress; it activates learning and co-regulation.	‘I was able to implement the goal and […] I thought about what I could discuss with my coach. […] I always reflected on the process and then I could talk about it. That was cool, that it [coaching] accompanied me and reminded me again and again of my goal’. (F, 7)
3)	Post-actional phase: evaluation and reflection	Coaching promotes reflection on goal implementation, achievement, assessment of results of action, evaluation of success and conclusion regarding future goals/action.	‘This is like doing a reflection loop again and I have become aware of what is important to me. […] I found it very helpful to go back to teaching with this attitude’. (M, 29)

Schaarschmidt, U., and A. W. Fischer. 2013. Lehrergesundheit fördern – Schulen stärken. Ein Unterstützungsprogramm für Kollegium und Leitung. [Promoting Teacher Health – Strengthening Schools. A Support Programme for Teaching Staff and Management]. Weinheim: Beltz.

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Bieri Buschor, C., S. Berweger, and A. Keck Frei. 2022. Manual ‘Self-Management Training’ for Early Career Teachers. Zurich: University of Teacher Education. tiny.phzh.ch/selfregulation.

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