Teachers’ motivation for coaching: A latent profile analysis of predictors and outcomes

Using Expectancy-Value Theory, we conducted cross-sectional latent profile analysis of 525 U.S. K-12 teachers' coaching motivation based on expectancy for success, task value, practical cost, and psychological cost. Three profiles emerged: High Motivation (60.19%), Divergent Motivation (25.14%), and Low Motivation (14.67%). High Motivation reflected high expectancy and value with low costs; Low Motivation reflected lower expectancy and value with higher costs. Divergent Motivation showed high expectancy and value but relatively higher practical and psychological costs. Compared with Low Motivation, teachers in the Divergent profile were more likely to be female, younger, have more years of teaching experience, work in special education, and report higher engagement self-efficacy and overall self-efficacy. Stress differed by profile: Low Motivation reported the highest stress, while High and Divergent did not differ significantly. Overall, these findings offer important theoretical and practical implications for understanding and supporting teachers’ engagement in coaching.