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This study investigates the impact of coaching on manager/leader burnout using the conservation of resources theory, addressing a gap in the literature.

The research examines the difference between two cohorts of leaders actively engaged with coaches and regresses coaching engagement on leader burnout while controlling for personality, leadership style and span of control.

The paper presents empirical evidence of the relationship, which finds a paradox in that those with coaches/mentors exhibit higher levels of burnout than those without.

The study offers an original perspective, highlighting the need for further empirical investigation into the dynamics between the role of a coach and leader burnout.

The purpose of this research is to examine the relationship between coaching leadership and employees' taking charge while incorporating the mediating role of work meaningfulness and the moderating role of challenge-hindrance stressor.

A total of 355 pairs of effective samples were collected through a two-stage supervisor-subordinate paired survey. Four hypotheses were tested using hierarchal regression analysis and bootstrapping method.

The findings show that coaching leadership is positively related to taking charge, and work meaningfulness positively mediates the coaching leadership-taking charge relationship; high challenge stressors and high hindrance stressors weaken the positive effect of coaching leadership on work meaningfulness respectively; challenge stressors and hindrance stressors further moderate the indirect relationship of coaching leadership and taking charge through work meaningfulness.

This study provides a new perspective for organizations to activate employees' taking charge, thereby enriching the antecedents of taking charge. By incorporating challenge-hindrance stressor framework, this study also provides answers to when coaching leadership will be less effective.

Employers increasingly require students to possess competences that go beyond theoretical knowledge and academic expertise, such as lifelong learning skills. To equip students with these competences, higher education institutes have introduced coaching as part of their teaching programs. The present study qualitatively evaluates a career coaching practice in higher education.

We conducted semi-structured interviews with graduates who had participated in career coaching activities at a Dutch university (N = 12). The interviews were conducted between February and May 2022. Atlas.ti version 9 was used to analyse the interviews.

Results revealed that graduates believed that career coaching helped them to adjust to the workplace. They indicated that the coaching practice helped them to acquire reflection skills, which was considered the main mechanism for adjustment to the workplace.

These results add to the transition-related literature by identifying one way that graduates successfully adjust to the workplace.

The results also provide insight into how higher education can best prepare students for their transition to the workplace.

As the education-to-work transition does not end upon graduation, this research focusses on graduate employees’ work adjustment as an important phase in the transition process.

Research on how managerial coaching effects employee cognitions and motivations is scarce, especially in the Indian context. This study aims to explore the association between managerial coaching, perceived investment in employee development (PIED), as antecedents, and employee engagement and organization citizenship behaviors directed to the organization (OCBO), as consequences, in the context of the pharmaceutical industry in Sikkim (India).

The target population for the study are the first-level line managers and non-managerial employees of pharmaceutical companies in Sikkim (India). A cross-sectional study was conducted using sample collected through self-reported questionnaire and analyzed using partial least squares structural equation modeling.

The results indicate that managerial coaching is positively associated with employee engagement and OCBO. PIED was not found to be associated with the employee outcomes. Implications for theory and practice, limitations and recommendations for research are discussed.

To the best of the authors’ knowledge, this is the first study to test the association of managerial coaching and PIED with employee engagement and OCBO in a single model.

Professional development (PD) is an essential component of continuing learning for in-service teachers. This paper discusses a school-based example of using the best practice of coaching in early childhood education supported by a professional development school partnership. We explain how a teacher identified need led to a collaborative, multistep approach to meeting that need in connection to State mandates.

In this research, we used a case study methodological approach with a team of preschool teachers at one school. The model combines use of PD sessions, classroom coaching, classroom observation and reflection.

Teachers’ feedback indicates that using the strategy positively impacted most of the participants’ ability to support communication, community-building and inclusive practices in their classrooms. The data that emerged in the following year evidenced increased use of visual supports in classrooms, use in connection with literacy goals and interest in creating new uses in the school.

This article contributes an action-oriented school-based example of bridging research to practice to support teachers’ needs through PD and coaching in a PDS. The design and practical implications may interest preschool educators, instructional coaches, administrators, professional development schools and others involved with monitoring teacher development initiatives.

This study aims to investigate how the role of female leadership works in sports coaching. Drawing key insights from the ability–motivation–opportunity (AMO) framework of human resource management, the authors explore the underlying mechanisms of female leadership and the role female coaches play in enabling athletes to develop their self-initiative through AMO enhancement.

The sample in this study is made up of 11female coaches from eight teams in China selected using purposive sampling. Data was collected and analyzed on various aspects of female leadership.

Analysis of interviews and secondary data show that the mechanisms and enablers related to AMO enhancing practices stimulated by female coaching leadership can increase team performance.

This study opens new avenues for sports science research and strengthens the theoretical and practical understanding of the intentions and mechanisms female coaches implement as leaders in sports coaching.

First, this study contributes to the AMO framework by helping form new theoretical insights based on the understanding of female sports coaching mechanisms. Second, this study provides novel insights into female leadership literature by investigating the mechanisms of female leadership in the context of sports exercise. Third, this study also contributes to the body of research on sports coaching in Asia, especially that of Chinese women in such leadership roles.

How does a manager’s coaching behaviour encourage taking charge behaviour among subordinates? Although prior research has found a positive association between managerial coaching behaviour and employee performance, to date few studies have examined its effect on proactive behaviours in the workplace such as taking charge. Drawing on social exchange theory (SET) and social cognitive theory (SCT), this study develops a theoretical model to examine the mediating effects of work engagement and role breadth self-efficacy (RBSE) in the relationship between managerial coaching and subordinates taking charge. Additionally, drawing on social role theory (SRT), we test whether our proposed relationships are contingent on subordinates’ gender.

We tested our proposed moderated-mediation model using empirical data collected across two waves from 196 employees within a large Malaysian services enterprise. Partial least squares structural equation modelling was used to test the proposed hypotheses.

The results revealed that managerial coaching has a significant, positive relationship with taking charge, work engagement and RBSE. However, only work engagement was found to partially mediate the relationship between managerial coaching and taking charge. Subordinates’ gender was found to positively attenuate the direct effect between managerial coaching and taking charge among females. However, the mediating effects of work engagement and RBSE in managerial coaching and taking charge were found to be not contingent on subordinates’ gender.

Finding from this study reveals that managerial coaching is useful in shaping employees' taking charge behaviour through work engagement. Hence, organisations should focus on strategies aiming to enhance managers' coaching capabilities.

This study extends the nomological networks of managerial coaching by highlighting it as a predictor of taking charge. Moreover, drawing on SET and SCT to explain the mechanism of managerial coaching and taking charge, we provide a novel perspective on how managerial coaching can influence taking charge. Specifically, we highlight the critical role of work engagement as a key mechanism that influences the relationship between managerial coaching and taking charge. Finally, we demonstrate managerial coaching as a means through which organisations can improve individual functioning.

Research shows peer health education programs on university campuses can support students in pursuing sustainable health-related behavior changes. However, few programs deliver peer health education through a nondiet, weight-inclusive framework. Research shows that health educators who challenge the status quo of diet culture and weight-focused health interventions may face unique challenges when sharing this perspective with others. Thus, the purpose of this study was to examine the experiences of peer educators who provided critical health education by introducing a nondiet, weight-inclusive approach to health.

Five health coaches from a university health coaching program at a mid-sized southwestern university participated in a semi-structured interview. The data were analyzed through interpretative phenomenological analysis.

Peer educators faced numerous challenges when introducing nondiet, weight-inclusive approaches such as lacking credibility as a peer to challenge weight-centric messages, feeling conflicted about honoring clients’ autonomy when clients are resistant to a weight-inclusive approach and feeling uncomfortable when discussing client vulnerabilities. Peer educators also identified several strategies that helped them navigate these challenges such as being intentional with social media, using motivational interviewing to unpack clients’ concerns about weight, and seeking group supervision.

Given the reality that health coaches will face challenges sharing weight-inclusive health approaches, educators and supervisors should explicitly incorporate strategies and training methods to help peer health coaches prepare for and cope with such challenges. More research is also needed to examine effective ways to introduce weight-inclusive approaches to college students.

Internal workplace coaches are employees who, in addition to their main job, volunteer to provide coaching to work colleagues who are not their direct reports. The purpose of this paper is to explore what motivates these individuals to volunteer to be an internal workplace coach and to continue carrying out the role.

To explore the experiences of internal coaches, a questionnaire was devised and issued; it attracted 484 responses – the largest survey response to date from this population. Following analysis of the questionnaire data, semi-structured interviews were carried out with 20 internal coaches from private, public and not-for-profit UK organisations. The responses were analysed in relation to motivation theory, principally self-determination theory.

Individuals were motivated to volunteer for the role, and to continue to practise as coaches, in the most part to satisfy intrinsic needs for competence, relatedness and autonomy. The research presents rich information about how coaches perceived these needs were satisfied by coaching. In general, there were only moderate or poor levels of support and recognition for individual coaches within their organisation, indicating limited extrinsic motivation.

The practical implications are that organisations can draw on the findings from this study to motivate individuals to volunteer to be internal coaches and to continue to act in that role.

Many organisations use internal coaches, but there is very little research into what motivates these volunteers.

As coaching assumes an increasingly critical role in satisfying employees' demands for growth, the function of coaching has progressively shifted towards direct supervisors. This study seeks to investigate the distinct effects of managerial coaching behaviors on employee outcomes from an emotional perspective. Specifically, we aim to explore whether leaders' encourage-to-explore and guide-to-learn behaviors impact employees' creativity and performance through discrete emotional mechanisms upon appraisal theory of emotion.

We conducted two studies to test our proposition. In study 1, an experiment using coaching scenarios was performed with 128 students majoring in management. In study 2, data were collected from 311 supervisor-subordinate dyads.

The results indicate that encourage-to-explore behaviors are positively related to employee creativity by fostering feelings of inspiration, and guide-to-learn behaviors are positively related to employee performance by alleviating anxiety. These findings suggest that different leaders’ coaching behaviors influence employee outcomes through different emotional processes. The theoretical and practical implications of the findings are also discussed.

These findings suggest that different leaders’ coaching behaviors influence employee outcomes through different emotional processes. The theoretical and practical implications of the findings are also discussed.