'It's Changed How I Lead': Bridging the Knowing-Doing Gap with School Improvement Coaching Education
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| Title: | 'It's Changed How I Lead': Bridging the Knowing-Doing Gap with School Improvement Coaching Education |
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| Language: | English |
| Authors: | Angela D. Carter (ORCID |
| Source: | International Journal of Mentoring and Coaching in Education. 2026 15(2):266-282. |
| Availability: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Coaching (Performance), Educational Improvement, Leadership Training, Professional Development, Training Methods, Communities of Practice, Theory Practice Relationship, Improvement Programs, Professional Training, Organizational Theories, Research and Development |
| DOI: | 10.1108/IJMCE-02-2025-0020 |
| ISSN: | 2046-6854 2046-6862 |
| Abstract: | Purpose: In this study, we examined the experiences of 10 new coaches who participated in the leadership coaching community (LCC), a professional community designed to integrate coaching education and improvement science. Improvement coaching, an approach that blends leadership coaching with improvement science, aims to foster adaptive problem-solving and drive systemic change in schools. Yet preparing new improvement coaches presents a persistent challenge: the knowing-doing gap. Without targeted coaching education that connects theory to practice, emerging coaches can struggle to apply strategies effectively. Through formal instruction and school-based application, the LCC helped develop improvement coaches who were both reflective leaders and skilled practitioners equipped to guide others to lead sustained change in schools. Design/Methodology/Approach: In this qualitative study, we analyzed semi-structured interviews conducted over two summers to capture the experiences of coaches who developed coaching competencies, applied learning and navigated challenges in becoming improvement coaches. Our conceptual framework and data analysis aligned affective, cognitive and behavioral learning theories as key mechanisms for bridging the knowing-doing gap. Findings: Combining leadership coaching with improvement science, the program equipped new coaches with practical tools and the confidence to guide school leaders in identifying problems of practice and leading school improvement. Structured coaching education helped new improvement coaches, who were experienced school and district leaders, coach less experienced school leaders in rural contexts. The structured initiative aided them in moving from understanding coaching concepts to applying them in practice. Coaches moved beyond mere conceptual understanding of coaching and improvement science to become confident, skillful practitioners, effectively bridging the knowing-doing gap. Research limitations/implications: This study highlights the value of coaching education that engages adult learning theory to help new coaches bridge the knowing-doing gap. Structured programs like the LCC, which combine formal instruction, deliberate practice and peer reflection, support the transition from directive to facilitative coaching. Integrating improvement science equips coaches with tools to lead change and address problems of practice. The study also advances the emerging concept of improvement coaching and points to the need for continued research on how best to prepare reflective, adaptive leaders through coaching education. Practical implications: These findings offer insights for designing coaching education programs that produce effective improvement coaches who strengthen school leadership and support sustained school change. Originality/Value: We integrate leadership coaching with improvement science to foster adaptive problem-solving and systemic change within schools. New improvement coaches often struggle to translate theory into practice, resulting in a knowing-doing gap that undermines their effectiveness. By addressing this gap through improvement coaching education, we can foster meaningful change in schools while enhancing coaches' sense of efficacy. Despite its importance, improvement coaching education remains a relatively rare and under-researched element within the broader field of leadership coaching in schools. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506633 |
| Database: | ERIC |
| Abstract: | Purpose: In this study, we examined the experiences of 10 new coaches who participated in the leadership coaching community (LCC), a professional community designed to integrate coaching education and improvement science. Improvement coaching, an approach that blends leadership coaching with improvement science, aims to foster adaptive problem-solving and drive systemic change in schools. Yet preparing new improvement coaches presents a persistent challenge: the knowing-doing gap. Without targeted coaching education that connects theory to practice, emerging coaches can struggle to apply strategies effectively. Through formal instruction and school-based application, the LCC helped develop improvement coaches who were both reflective leaders and skilled practitioners equipped to guide others to lead sustained change in schools. Design/Methodology/Approach: In this qualitative study, we analyzed semi-structured interviews conducted over two summers to capture the experiences of coaches who developed coaching competencies, applied learning and navigated challenges in becoming improvement coaches. Our conceptual framework and data analysis aligned affective, cognitive and behavioral learning theories as key mechanisms for bridging the knowing-doing gap. Findings: Combining leadership coaching with improvement science, the program equipped new coaches with practical tools and the confidence to guide school leaders in identifying problems of practice and leading school improvement. Structured coaching education helped new improvement coaches, who were experienced school and district leaders, coach less experienced school leaders in rural contexts. The structured initiative aided them in moving from understanding coaching concepts to applying them in practice. Coaches moved beyond mere conceptual understanding of coaching and improvement science to become confident, skillful practitioners, effectively bridging the knowing-doing gap. Research limitations/implications: This study highlights the value of coaching education that engages adult learning theory to help new coaches bridge the knowing-doing gap. Structured programs like the LCC, which combine formal instruction, deliberate practice and peer reflection, support the transition from directive to facilitative coaching. Integrating improvement science equips coaches with tools to lead change and address problems of practice. The study also advances the emerging concept of improvement coaching and points to the need for continued research on how best to prepare reflective, adaptive leaders through coaching education. Practical implications: These findings offer insights for designing coaching education programs that produce effective improvement coaches who strengthen school leadership and support sustained school change. Originality/Value: We integrate leadership coaching with improvement science to foster adaptive problem-solving and systemic change within schools. New improvement coaches often struggle to translate theory into practice, resulting in a knowing-doing gap that undermines their effectiveness. By addressing this gap through improvement coaching education, we can foster meaningful change in schools while enhancing coaches' sense of efficacy. Despite its importance, improvement coaching education remains a relatively rare and under-researched element within the broader field of leadership coaching in schools. |
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| ISSN: | 2046-6854 2046-6862 |
| DOI: | 10.1108/IJMCE-02-2025-0020 |
