‘More willing to carry on in the face of adversity’: how beginner teachers facing challenging circumstances experience positive psychology coaching. An interpretative phenomenological analysis

Article


Lucey, C. and Van Nieuwerburgh, C. 2020. ‘More willing to carry on in the face of adversity’: how beginner teachers facing challenging circumstances experience positive psychology coaching. An interpretative phenomenological analysis. Coaching: An International Journal of Theory, Research and Practice. 14 (1), pp. 62-77. https://doi.org/10.1080/17521882.2020.1753791
AuthorsLucey, C. and Van Nieuwerburgh, C.
Abstract

Positive psychology coaching (PPC) is defined as activating positive psychology (PP) in an applied and systematic way through coaching (Passmore, J., & Oades, P. (2014). Positive psychology coaching – A model for coaching practice. The Coaching Psychologist, 10(2), 68–70). Currently studies looking at how PPC is experienced by coachees are limited. While there has been some early success cited in using a PPC approach in professional development in education with adults (Zwart, R. C., Korthagen, F. A. J., & Attema-Noordewier, S. (2014). A strength-based approach to teacher professional development. Professional Development in Education, 41(3), 579–596. https://doi.org/10.1080/19415257.2014.919341) it is not yet known how teachers experience PPC. The purpose of this paper was to gain an understanding of how PPC is experienced by beginner teachers undergoing challenging circumstances. This initial explorative study adopted a qualitative approach using Interpretative Phenomenological Analysis (IPA) (Smith, J., Flowers, P., & Larkin, M. (2009). Interpretative phenomenological analysis: Theory, method and research. Sage). Four superordinate themes emerged: ‘perfectly normal to feel this way’; making sense and ‘joining the dots’; increased positive emotion; and, time to think ‘in an easy-going environment’. Further studies of the application of PPC in educational settings are needed.

JournalCoaching: An International Journal of Theory, Research and Practice
Journal citation14 (1), pp. 62-77
ISSN1752-1882
Year2020
PublisherTaylor & Francis for Association for Coaching
Accepted author manuscript
License
File Access Level
Anyone
Digital Object Identifier (DOI)https://doi.org/10.1080/17521882.2020.1753791
Publication dates
Online22 Apr 2020
Publication process dates
Accepted06 Apr 2020
Deposited25 Mar 2021
Copyright holder© 2020 Taylor & Francis
Additional information

This is an Accepted Manuscript of an article published by Taylor & Francis in Coaching: An International Journal of Theory, Research and Practice on 22/04/2020, available online: http://www.tandfonline.com/10.1080/17521882.2020.1753791

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