Why coaching matters: exploring the interplay of teacher self-regulation and well-being with a longitudinal multigroup model
We conclude that self-regulation can serve as an effective personal resource for teachers well-being, under the condition that it is activated as resource and supported. In pursuing challenging goals, coaching may offer crucial support in each phase of the self-regulation process. This longitudinal study contributes to a differentiated view of self-regulation in the field of professional development, and clarifies the conditions under which it serves as an effective individual resource for teachers well-being.
Authors
- Simone Berweger (ORCID: https://orcid.org/0000-0001-9401-5884)
- Christine Bieri Buschor (ORCID: https://orcid.org/0000-0001-5276-3040)
- Zippora Bührer (ORCID: https://orcid.org/0000-0003-2814-3882)
- Andrea Keck Frei (ORCID: https://orcid.org/0000-0002-1205-3869)
- Christine Wolfgramm (ORCID: https://orcid.org/0000-0002-1091-0214)
Institutions
- Zurich University of Teacher Education (CH)
Publication Details
- Journal
- Frontiers in Psychology
- Published
- 2025-09-26
- DOI
- https://doi.org/10.3389/fpsyg.2025.1647838
- Primary Topic
- Motivation and Self-Concept in Sports
- Type
- article
- Field-Weighted Citation Impact
- 0.00
Funders
- National Science Foundation
- Schweizerischer Nationalfonds zur Förderung der Wissenschaftlichen Forschung