Development and Initial Validation of Scores on the Teacher's Motivation Assessment for Coaching (T-MAC).
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| Title: | Development and Initial Validation of Scores on the Teacher's Motivation Assessment for Coaching (T-MAC). |
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| Authors: | Wang, Jiayi (AUTHOR), Kalkbrenner, Michael T. (AUTHOR), Begeny, John C. (AUTHOR) |
| Source: | Journal of Educational & Psychological Consultation. Apr-Jun2026, Vol. 36 Issue 2, p236-258. 23p. |
| Subjects: | Educational coaching, Motivation (Psychology), Test scoring, Educational psychology, Research methodology, Test validity, School psychology, Teacher role |
| Abstract: | The utility of coaching for enhancing teacher practices and students' academic skills is well established in the literature. However, a number of barriers prevent teachers from engaging in coaching. An instrument with valid scores has potential to help school psychologists and other educators understand why teachers in their school might be reticent to participate in coaching. The present study aimed to develop and validate scores on the Teacher's Motivation Assessment for Coaching (T-MAC), a measure for appraising teachers' motivation for coaching. The score validation process involved two rigorous sequential tests of construct validity among two independent samples (N = 487, N = 235) of teachers in the United States. Findings supported that the T-MAC and its dimensions were estimated adequately and revealed a tri-dimensional structure: Perceived Benefits, Psychological Reservations, and Practical Reservations. The T-MAC offers valuable insights for educators and school professionals to understand and improve teacher engagement in school coaching. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Educational & Psychological Consultation 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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| Abstract: | The utility of coaching for enhancing teacher practices and students' academic skills is well established in the literature. However, a number of barriers prevent teachers from engaging in coaching. An instrument with valid scores has potential to help school psychologists and other educators understand why teachers in their school might be reticent to participate in coaching. The present study aimed to develop and validate scores on the Teacher's Motivation Assessment for Coaching (T-MAC), a measure for appraising teachers' motivation for coaching. The score validation process involved two rigorous sequential tests of construct validity among two independent samples (N = 487, N = 235) of teachers in the United States. Findings supported that the T-MAC and its dimensions were estimated adequately and revealed a tri-dimensional structure: Perceived Benefits, Psychological Reservations, and Practical Reservations. The T-MAC offers valuable insights for educators and school professionals to understand and improve teacher engagement in school coaching. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10474412 |
| DOI: | 10.1080/10474412.2025.2475502 |
