The developmental needs of coaches and coachees: A meta-synthesis of IJMCE Volumes 1–7

Abstract

Purpose

The purpose of this paper is to highlight the key findings, themes and concepts in coaching from the inception of the International Journal of Mentoring and Coaching in Education in early 2012 to the end of 2018. The review examines how coaching is theorized and practised in an educational context, and how coaching has evolved across educational disciplines.

Design/methodology/approach

The study is based on an analysis of research trends published in the International Journal of Mentoring and Coaching in Education from Volume 1 Issue 1 (2012) to Volume 7 Issue 4 (2018). The criterion according to which the articles were selected for inclusion in the literature review is whether the word “coaching” is used in the title, abstract or keywords.

Findings

Across a wide range of geographical and institutional contexts, the studies surveyed in this literature review point to the different ways in which coaching interventions support success in teaching and leadership. This review identifies three principal themes across the literature on coaching: confidence, trust and identity.

Research limitations/implications

The literature review is confined to studies published in a single publication and is therefore not representative of the entire field of coaching research.

Practical implications

The focus of this review is coaching in education. The review comprises a survey of research concepts, innovation and creativity in the area of coaching and education. It highlights advances in the field of coaching and education and points to areas of development for future research.

Originality/value

By bringing together existing research in a number of areas across the field of coaching, this literature review provides a coherent overview of a rapidly evolving and diverse field.

Citation

Eastman, C.A. (2019), "The developmental needs of coaches and coachees: A meta-synthesis of IJMCE Volumes 1–7", International Journal of Mentoring and Coaching in Education, Vol. 8 No. 3, pp. 217-227. https://doi.org/10.1108/IJMCE-03-2019-0044