Peer coaching as an institutionalised tool for professional development

Semiyu Adejare Aderibigbe (College of Education, American University in the Emirates, Dubai, United Arab Emirates)
Folorunso Adekemi Ajasa (School of Education, Emmanuel Alayande College of Education, Oyo, Nigeria)

Journal of Workplace Learning

ISSN: 1366-5626

Publication date: 15 February 2013



The purpose of this paper is to explore the perceptions of college tutors on peer coaching as a tool for professional development to determine its formal institutionalisation.


A survey questionnaire was used for data collection, while analysis of data was done using descriptive statistics.


The findings reveal that peer coaching is mostly perceived as a collaborative effort to enhance professional development. They also show that the tutors mainly hold that peer coaching is experienced as organised endeavour by participating tutors while some tutors hold that it takes place informally at any time or anywhere. Inadequate training and financial problems appeared to be highly rated as potential impediments to the use of peer coaching, while investment in training and commitment by all is highly rated as a possible means to strengthen the use of peer coaching among the college tutors.

Research limitations/implications

The descriptive research design has the potential to explore existing conditions as the research indicates that the formal introduction of peer coaching would be appreciated and if educational leaders and tutors are committed and training in peer coaching is given, the use of peer coaching can be effective.


There is a need to conduct research on peer coaching in the Nigerian context. Thus, this paper provides an insight into tutors' perception about peer coaching in Nigeria. It also offers insights into means by which peer coaching can be facilitated for improved practices among tutors.



Adejare Aderibigbe, S. and Adekemi Ajasa, F. (2013), "Peer coaching as an institutionalised tool for professional development", Journal of Workplace Learning, Vol. 25 No. 2, pp. 125-140.

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