Examining English Teachers Self-Efficacy Perceptions within the Context of Cognitive Coaching Approach

The rapid transformations experienced in the world have reshaped the purpose of education as raising individuals who can take responsibility for their own learning process. The changing focus of education has defined different roles for teachers and given them an ‘educational leader’ identity beyond the teaching role. It has become very important for teachers to adapt to these changes by supporting their professional development with contemporary supervision practices. This study focused on the cognitive coaching and aimed to reveal whether the cognitive coaching, as a professional development tool that has an effect on the development of English teachers' self-efficacy perceptions. For this purpose, the fourteen-week Cognitive Coaching training program was applied to fifteen English teachers working at a private school in Çanakkale between September and December 2022. This research is a single case study based on a pre/post test design and an embedded mixed method involving both qualitative and quantitative analysis was used as the research method. The database of the study was structured through the Teacher Self-Efficacy Scale (short form) used as a quantitative data collection tool and reflective journals, audio recordings of individual interviews with the coach, video recordings of lessons taken from each teacher before and after the training, and data obtained from the cognitive coaching training evaluation form used as a qualitative data collection tool. The results of the research reveal that cognitive coaching training has a significant effect on increasing teachers' self-efficacy perceptions and in this context, the cognitive coaching approach can be used as a functional tool.