Teaching and Coaching: Group and Task Differences

Abstract

The purpose of this paper is to highlight the group and task differences between teaching and coaching. We propose some of these differences may favor coaching, making it more amenable to exercise influence by the leader (coach) and, therefore, more motivational than teaching. The congruence between group and task factors on the one hand, and the individual difference variables, would be a strong determinant of a preference for teaching or coaching. In addition, organizational and environmental elements are said to influence the enacted role. We conclude the conceptual exercise by proposing a model to synthesize the antecedents of role preference, the influence of organizational and environmental elements, enacted role, role congruence, and resultant job satisfaction among teacher-coaches.

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