ABSTRACT
Coaching is already having an enormous impact on education. To make the most of coaching interventions in educational organisations, it seems necessary for educational leaders, policy-makers, administrators, and practitioners to agree on the purpose of education. "Coaching in education" is a relatively distinct area of work that has been growing over recent years, starting in the early 2000s. In the UK, the emergence of coaching was supported by the publication of a Key Stage 3 National Strategy booklet in 2003. Instructional coaching helpfully combines the non-directive elements of a collaborative way of working with some clearly directive elements. The coaching sessions should feel supportive and motivational. W. J. G. Evers, A. Brouwers, and W. Tomic have shown that executive coaching can lead to higher expectations about outcomes and self-efficacy. Educational institutions can encourage the development of lifelong learners who are self-aware and responsible.
