An examination of the lived experiences of designated literacy leaders who receive and implement coaching in Australian schools

Abstract

The aim of this study was to examine the lived experiences of literacy leaders who both received and implemented coaching in Australian schools. Positioned within a national context of growing interest in evidence-based approaches to literacy instruction, the research explores how these leaders navigated their dual roles in supporting teacher capacity and improving student outcomes. Although the Australian Government has responded to declining literacy results through significant school funding and the introduction of instructional leadership roles –particularly in disadvantaged schools – the perspectives of those in these roles remain under-explored. Using a phenomenological research approach, this study analysed data from nine participants via a questionnaire, two semi-structured interviews, and document analysis. The participants were drawn from three Australian states and worked in the independent, state, and Catholic school systems. The findings indicate that while goal-setting remains a crucial aspect of the coaching process, initiating this step prematurely can lead to dissatisfaction among coachees. In addition, there is a knowledge gap in coaching and literacy theories, overlooking the essential foundation needed to inform and guide literacy coaching. The concept of coaching as a transformative tool within schools, particularly in shaping school culture and providing dynamic support during critical periods, surfaced in the data analysis. The findings also reveal notable variations in how schools organise their coaching in literacy. This includes a significant divergence in the documents utilised by schools, reflecting both flexibility and structure in coaching approaches. However, the findings underscore the importance of scheduled coaching time and suggest standardising coaching documents could enhance quality and equity in literacy coaching practices. This study makes a significant original contribution to knowledge by addressing gaps in the literature and providing a foundation for future research in literacy coaching in schools.