An examination of the coaching quality checklist using confirmatory factor analysis

Purpose: We developed and studied an approach to measuring the quality of coaching meetings. Coaching is a professional development approach that has been implemented in education settings for several decades to support teachers and other practitioners in providing effective instruction. As coaching has become more prevalent, it has become clear that the field needs tools to measure coaching quality. Design/methodology/approach: The coaching quality checklist (CQC) is a measure based on the empirical and theoretical literature on coaching. It has 26 items designed to measure three constructs: foundational, supportive and change-oriented coaching skills. In this study, we conducted a confirmatory factor analysis of the CQC. Findings: We found the one-factor model fit the data well. The hypothesized higher-order three subfactor model fit the data better but not significantly so. Additional research is needed to further validate the CQC using a larger sample and examine different types of validity. Originality/value: The CQC is a promising tool for measuring coaching quality, which can help ensure that teachers are provided with high-quality professional development to support their use of interventions.