Teachers' acceptance of peer coaching: Impact of collegiality and goal orientation

Abstract

Two studies were conducted to examine how collegiality and goal orientation affected teachers’ acceptance of peer coaching as a means of professional development. A total of 335 Hong Kong teachers participated in these two studies (N = 70 for Study 1; N = 225 for Study 2). The teachers completed a questionnaire that measured their acceptance of peer coaching, perception of collegial school culture, and goal orientation. It was found that collegiality and learning goal orientation were positively associated with acceptance of peer coaching. Both studies showed that when teachers perceived higher collegiality in their schools and preferred learning to performance goals, they were more willing to participate in peer coaching and evaluated it more favorably.