View in EDS

Coaching as an Implementation Strategy: The Perceived Alliance between a Coach and Teachers Predicts Proactive Classroom Management Strategy Use

Saved in:
Bibliographic Details
Title: Coaching as an Implementation Strategy: The Perceived Alliance between a Coach and Teachers Predicts Proactive Classroom Management Strategy Use
Language: English
Authors: Shannon R. Holmes (ORCID 0000-0001-8719-9224), Tyler E. Smith (ORCID 0000-0003-1611-9666), Monica E. Romero (ORCID 0000-0001-9441-990X), Wendy M. Reinke (ORCID 0000-0001-7235-624X), Keith C. Herman (ORCID 0000-0003-2246-5792)
Source: School Psychology Review. 2025 54(4):541-553.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 13
Publication Date: 2025
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R305A130143
R305A100342
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Junior High Schools
Middle Schools
Secondary Education
Descriptors: Elementary School Teachers, Middle School Teachers, Coaching (Performance), Interprofessional Relationship, Classroom Techniques, Educational Strategies, Teacher Attitudes, Program Attitudes, Curriculum Implementation, Intervention, Educational Cooperation, Prediction
DOI: 10.1080/2372966X.2024.2318234
ISSN: 0279-6015
2372-966X
Abstract: Building an alliance is a well-documented and critical therapeutic process. Considerable evidence has established a significant relationship between the quality of the alliance among a therapist and their client and changes in clients' behavior. Like the therapeutic alliance, school-based coaches and teachers navigate their working relationship with the goal of modifying or altering practices in the classroom to promote youth's healthy functioning. Yet, little is known about the coach-teacher alliance. Using data from two randomized controlled trials examining the efficacy of classroom management coaching interventions, this study explored whether the alliance between teachers and the coach in the studies predicted teachers' implementation of classroom management strategies. Results from 83 teachers working with one coach indicated that the coach, but not teachers', report of the overall quality of the alliance significantly predicted teachers' use of proactive classroom management practices. The findings add to the existing literature on the importance of the coach-teacher alliance in the coaching process. Limitations of the study and implications for research and practice are discussed.
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2026
Accession Number: EJ1502941
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1502941
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Coaching as an Implementation Strategy: The Perceived Alliance between a Coach and Teachers Predicts Proactive Classroom Management Strategy Use
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Shannon+R%2E+Holmes%22">Shannon R. Holmes</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8719-9224">0000-0001-8719-9224</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tyler+E%2E+Smith%22">Tyler E. Smith</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1611-9666">0000-0003-1611-9666</externalLink>)<br /><searchLink fieldCode="AR" term="%22Monica+E%2E+Romero%22">Monica E. Romero</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9441-990X">0000-0001-9441-990X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Wendy+M%2E+Reinke%22">Wendy M. Reinke</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7235-624X">0000-0001-7235-624X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Keith+C%2E+Herman%22">Keith C. Herman</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2246-5792">0000-0003-2246-5792</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22School+Psychology+Review%22"><i>School Psychology Review</i></searchLink>. 2025 54(4):541-553.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 13
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: Institute of Education Sciences (ED)
– Name: NumberContract
  Label: Contract Number
  Group: NumCntrct
  Data: R305A130143<br />R305A100342
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Teachers%22">Middle School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Coaching+%28Performance%29%22">Coaching (Performance)</searchLink><br /><searchLink fieldCode="DE" term="%22Interprofessional+Relationship%22">Interprofessional Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Techniques%22">Classroom Techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Strategies%22">Educational Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Attitudes%22">Program Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Implementation%22">Curriculum Implementation</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Cooperation%22">Educational Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Prediction%22">Prediction</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/2372966X.2024.2318234
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0279-6015<br />2372-966X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Building an alliance is a well-documented and critical therapeutic process. Considerable evidence has established a significant relationship between the quality of the alliance among a therapist and their client and changes in clients' behavior. Like the therapeutic alliance, school-based coaches and teachers navigate their working relationship with the goal of modifying or altering practices in the classroom to promote youth's healthy functioning. Yet, little is known about the coach-teacher alliance. Using data from two randomized controlled trials examining the efficacy of classroom management coaching interventions, this study explored whether the alliance between teachers and the coach in the studies predicted teachers' implementation of classroom management strategies. Results from 83 teachers working with one coach indicated that the coach, but not teachers', report of the overall quality of the alliance significantly predicted teachers' use of proactive classroom management practices. The findings add to the existing literature on the importance of the coach-teacher alliance in the coaching process. Limitations of the study and implications for research and practice are discussed.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: CodeSource
  Label: IES Funded
  Group: SrcInfo
  Data: Yes
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1502941
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1502941
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/2372966X.2024.2318234
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 541
    Subjects:
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Middle School Teachers
        Type: general
      – SubjectFull: Coaching (Performance)
        Type: general
      – SubjectFull: Interprofessional Relationship
        Type: general
      – SubjectFull: Classroom Techniques
        Type: general
      – SubjectFull: Educational Strategies
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Program Attitudes
        Type: general
      – SubjectFull: Curriculum Implementation
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Educational Cooperation
        Type: general
      – SubjectFull: Prediction
        Type: general
    Titles:
      – TitleFull: Coaching as an Implementation Strategy: The Perceived Alliance between a Coach and Teachers Predicts Proactive Classroom Management Strategy Use
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Shannon R. Holmes
      – PersonEntity:
          Name:
            NameFull: Tyler E. Smith
      – PersonEntity:
          Name:
            NameFull: Monica E. Romero
      – PersonEntity:
          Name:
            NameFull: Wendy M. Reinke
      – PersonEntity:
          Name:
            NameFull: Keith C. Herman
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 0279-6015
            – Type: issn-electronic
              Value: 2372-966X
          Numbering:
            – Type: volume
              Value: 54
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: School Psychology Review
              Type: main
ResultId 1