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A cluster-randomized controlled trial of a teacher-coaching intervention: a pilot study aimed at supporting classroom climate and student development.

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Title: A cluster-randomized controlled trial of a teacher-coaching intervention: a pilot study aimed at supporting classroom climate and student development.
Authors: Wikman, Carina (AUTHOR), Westling Allodi, Mara (AUTHOR), Ferrer-Wreder, Laura (AUTHOR)
Source: Scandinavian Journal of Educational Research. Aug2025, Vol. 69 Issue 5, p1063-1079. 17p.
Subjects: Classroom environment, Structural equation modeling, Cluster randomized controlled trials, Social emotional learning, Latent variables
Abstract: This pilot study examined the utility of a practice-based coaching (PBC) intervention in Swedish elementary schools designed to support the classroom climate and benefit students. The intervention involved activities, self-assessment, observation, and coaching to the teachers, with the aim of improving the classroom climate and students' self-concept, prosocial behavior, well-being, and academic achievement. The design was a cluster randomized trial with the school as the assignment unit. Participants in the intervention were 66 students in four classes, and in the control, four classes with 77 students. The duration of the intervention was five months. An autoregressive structural equation model was estimated. The correlations between the latent variables at pre-test ranged from low to high. There were significant standardized path coefficients concerning all the latent variables pre- and post-test. The estimates of the intervention at the post-test were non-significant. The results suggested a longer duration of the intervention with more frequent coaching sessions, which may enhance its effect. [ABSTRACT FROM AUTHOR]
Copyright of Scandinavian Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: A cluster-randomized controlled trial of a teacher-coaching intervention: a pilot study aimed at supporting classroom climate and student development.
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  Data: <searchLink fieldCode="AR" term="%22Wikman%2C+Carina%22">Wikman, Carina</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Westling+Allodi%2C+Mara%22">Westling Allodi, Mara</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Ferrer-Wreder%2C+Laura%22">Ferrer-Wreder, Laura</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Scandinavian+Journal+of+Educational+Research%22">Scandinavian Journal of Educational Research</searchLink>. Aug2025, Vol. 69 Issue 5, p1063-1079. 17p.
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  Data: <searchLink fieldCode="DE" term="%22Classroom+environment%22">Classroom environment</searchLink><br /><searchLink fieldCode="DE" term="%22Structural+equation+modeling%22">Structural equation modeling</searchLink><br /><searchLink fieldCode="DE" term="%22Cluster+randomized+controlled+trials%22">Cluster randomized controlled trials</searchLink><br /><searchLink fieldCode="DE" term="%22Social+emotional+learning%22">Social emotional learning</searchLink><br /><searchLink fieldCode="DE" term="%22Latent+variables%22">Latent variables</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This pilot study examined the utility of a practice-based coaching (PBC) intervention in Swedish elementary schools designed to support the classroom climate and benefit students. The intervention involved activities, self-assessment, observation, and coaching to the teachers, with the aim of improving the classroom climate and students' self-concept, prosocial behavior, well-being, and academic achievement. The design was a cluster randomized trial with the school as the assignment unit. Participants in the intervention were 66 students in four classes, and in the control, four classes with 77 students. The duration of the intervention was five months. An autoregressive structural equation model was estimated. The correlations between the latent variables at pre-test ranged from low to high. There were significant standardized path coefficients concerning all the latent variables pre- and post-test. The estimates of the intervention at the post-test were non-significant. The results suggested a longer duration of the intervention with more frequent coaching sessions, which may enhance its effect. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Scandinavian Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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    Identifiers:
      – Type: doi
        Value: 10.1080/00313831.2024.2369893
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      – Code: eng
        Text: English
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        PageCount: 17
        StartPage: 1063
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      – SubjectFull: Classroom environment
        Type: general
      – SubjectFull: Structural equation modeling
        Type: general
      – SubjectFull: Cluster randomized controlled trials
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      – SubjectFull: Social emotional learning
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      – SubjectFull: Latent variables
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      – TitleFull: A cluster-randomized controlled trial of a teacher-coaching intervention: a pilot study aimed at supporting classroom climate and student development.
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            – D: 01
              M: 08
              Text: Aug2025
              Type: published
              Y: 2025
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