The purpose of this paper is to explore how teacher coaching is being implemented in New Zealand secondary schools.,A pragmatic mixed methods approach was identified as the most suitable. A dominant qualitative approach, using a sequential design, incorporating triangulation of methods and perspectives across time, provided an appropriate research design framework.,The findings indicate that teacher coaching is a popular professional development approach that has been enthusiastically implemented throughout New Zealand secondary schools. The four factors of purpose, evaluation, training and funding have been shown to be interrelated factors operating in New Zealand teacher coaching programmes. These factors are perceived to have an influence on teacher coaching programmes achieving their stated objectives.,A limitation of this study is that it provides a snapshot of teacher coaching in New Zealand secondary schools, and the snapshot presented is constantly changing. A methodological limitation of the study related to the 28 per cent response rate of the questionnaire and the small sample size used for the interview phases.,This study encourages school leaders to consider if they have defined teacher coaching in the context of their programmes and articulated their objectives. They are persuaded to think about how they could design robust evaluation strategies and targeted training.,The findings show the concept of teacher coaching is a social construct that is influenced not only by unique environmental contexts but also the individual perceptions of all those involved.,This study provides new knowledge in relation to how and why teacher coaching is being used and the factors that influence whether programme objectives are achieved.

中文翻译：

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新西兰中学的教师辅导：探索性研究

本文的目的是探讨新西兰中学如何实施教师指导。务实的混合方法被认为是最合适的。一种占优势的定性方法，采用顺序设计，结合跨时间的方法和观点的三角测量，提供了适当的研究设计框架。研究结果表明，教师教练是一种流行的专业发展方法，已在整个新西兰中学得到了热烈的实施。目的，评估，培训和资金这四个因素已被证明是新西兰教师辅导计划中相互关联的因素。这些因素被认为对实现其既定目标的教师辅导计划有影响。该研究的局限性在于它提供了新西兰中学教师辅导的快照，并且所呈现的快照在不断变化。该研究的方法学局限性涉及问卷的28％的答复率和用于访谈阶段的小样本量。该研究鼓励学校领导者考虑他们是否在课程范围内定义了教师指导并明确指出他们的目标。他们被说服考虑如何设计强有力的评估策略和针对性的培训。研究结果表明，教师指导的概念是一种社会建构，不仅受到独特的环境背景的影响，而且还受到所有参与者的个人看法的影响。