This study explores the relationship between coaching practices, coaching cultures, and ecological agency in schools. Using a phenomenological approach, it examines the experiences of nineteen teachers to understand how coaching influences teacher agency. Thematic Analysis identified five key themes, highlighting coaching’s role in fostering a supportive culture. Findings suggest coaching enhances teacher agency but may not generalise broadly. This research contributes to educational coaching literature by addressing its impact on teacher development and school improvement. It offers practical insights for educators and policymakers aiming to create dynamic learning environments.
Miller et al. (Sun,) studied this question.