Concept Of Self-efficacy Research Articles

Exploring South African Students’ STEM Self-Efficacy and Attitudes in Non-Formal Learning Experiences

This study explored the science, technology, engineering, and mathematics (STEM) attitudes and self-efficacy of secondary students identifying as Black South African, multi-racial or Afrikaans South African, or Botswana, Namibia and Zimbabwe nationals who participated in a non-formal STEM education camp programme. Using Bandura’s social cognitive theory for self-efficacy and attitude, this study sought to document participants’ STEM self-efficacy and attitudinal factors related to the camp experience. Survey data were collected before and after participants’ participation in the camp and a delayed post-measurement after 18 months of exposure. Results indicated a significant increase in the self-efficacy concept of conceptual understanding over time between the pre-test and delayed post-test; however, there were no indicated differences over time for the other self-efficacy constructs of Higher Order Cognitive Skills, Practical Work, Everyday Application and Science Communication. Analyses of the STEM attitude constructs showed differences between the Twenty-first Century Skills (increase over time from pre-test to delayed post-test) and Your Future (decrease over time from pre-test to delayed post-test) constructs with no differences for Mathematics, Science and Engineering and Technology. Furthermore, there were no detected differences of self-efficacy and attitudes from pre-test to post-test. These findings suggest that participating in a singular, non-formal STEM learning event may not be sufficient to document changes in self-efficacy and attitudes from the pre- to post-learning experience; however, the experience could have been one of many learning events that may have provided an opportunity for supporting South African students’ self-efficacy and attitude growth, especially in Conceptual Understanding and Twenty-first Century Skills.

Impact of academic self-efficacy on online learning outcomes: a recent literature review.

In recent years, the concept of self-efficacy has garnered attention in educational psychology research on motivation. Within an academic context, academic self-efficacy (ASE) reflects learners' belief in their ability to achieve educational goals. However, most research has focused on traditional face-to-face classroom settings, with little exploration in distance learning environments like online and e-learning. The current review aims to update a previous study (Yokoyama, 2019[40]) and examine differences in online learning types: asynchronous, synchronous, and blended learning. The study's findings reveal that in mixed environments combining synchronous and asynchronous elements, or in blended settings merging face-to-face classes with asynchronous learning, ASE positively impacts academic performance akin to traditional face-to-face classes. However, in asynchronous online learning environments, ASE's influence on academic performance might be slightly weaker compared to synchronous learning environments. The paper will subsequently discuss the pedagogical implications derived from these results.

The Impact of Training Based on the Pender Health Promotion Model on Self-Efficacy: A Systematic Review and Meta-Analysis.

The concept of self-efficacy is a determining factor in many behaviours related to health promotion and health education. Several pilot studies have been conducted in different parts of the world on different populations regarding the impact of training based on the Pender Health Promotion Model on self-efficacy, yielding conflicting results. Therefore, the present systematic review and meta-analysis were conducted with the aim of evaluating and summarizing the results of studies on the impact of training based on the Pender Health Promotion Model on self-efficacy. MagIran, SID, PubMed, Embase, Web of Science (WoS), Scopus and Google Scholar. Original scientific research articles; Interventional studies; Studies investigating the effects of education based on the Pender Health Promotion Model on self-efficacy; Studies irrelevant to the objective; Cross-sectional studies; case reports; and papers presented in conferences; letters to the editor; systematic and meta-analysis studies. Two independent reviewers extracted data and assessed the quality of the 18 included studies using a pre-prepared checklist for the systematic review and meta-analysis process. We conducted meta-analyses and reported the characteristics, outcomes, and risk of bias of studies. The present study was conducted according to PRISMA guidelines until December 2022. The quality assessment of the included articles for meta-analysis was performed using the JBI checklist. Heterogeneity of the studies was calculated using the I2 statistics, and Egger's regression intercept was used to assess publication bias. In the initial search, 13,943 studies were found, and after excluding studies irrelevant to the research objective, a total of 18 articles were included in the meta-analysis. These articles represented a sample size of 1015 individuals in the intervention group and 999 individuals in the control group. The combined results of the studies showed a significant increase in self-efficacy in the intervention group when compared to the control group (1.788 ± .267; CI: 95%, P < .001). With an increase in the year of study and the quality assessment score of the articles, the effect of the intervention decreased (P < .001). The results of this study indicated that training based on the Pender Health Promotion Model significantly increased self-efficacy. Therefore, it seems that training based on this model can have positive effects on individuals' self-efficacy.

Anti-Procrastination Strategies, Techniques and Tools and Their Interrelation with Self-Regulation and Self-Efficacy

Academic procrastination generates several problems and negative consequences both individually and collectively: low student performance, increased stress, negative effects on physical and mental health, and general waste of resources. Therefore, it demands to be studied and understood in its different forms, so that mitigating mechanisms can be developed. The current work seeks to analyse the phenomenon of academic procrastination within postgraduate students registered for the Management Postgraduate Program in a Brazilian Federal University, in order to identify strategies, techniques and tools utilised by the students to overcome procrastination as well as its relation with the concepts of self-regulation and self-efficacy. The current research is descriptive with a qualitative nature, adopting a phenomenological approach through thematic analysis in order to bring to light the experiences and perceptions of individuals from their own perspectives, challenging structural or normative assumptions. In total, 24 students, 12 from the master&amp;rsquo;s degree program and 12 from the doctorate program in Management were interviewed. As a result, it was noticed that there are some overall inferences that can be taken from the narratives, outlining the phenomenon of academic procrastination and its relations with the concepts of self-regulation and self-efficacy, which led to reinforce the notion that the central elements to understand and specifically combat procrastination are related to the concepts of self-efficacy and self-regulation, which have a considerable influence on students&amp;rsquo; motivation, behaviour and habits. The research has also pointed to some key strategies, techniques and tools that can be utilised to support further applied research as well as to guide the faculty in supporting the students to overcome or mitigate the procrastination impulse, such as use of goal orientation, visual tools, and academic support starting with undergraduate degrees. The work has an original contribution as no research has been made on that topic utilising qualitative data through a phenomenological approach, which opens a vast and new path for future research.

The perceived self-efficacy of senior, middle, and operations managers of the incident command system dealing with emergencies and disasters during the COVID-19 pandemic

BackgroundNatural disasters, health, terrorism, infectious diseases, and social unrest affect more than 200 million people worldwide each year. The present study is an attempt to evaluate the self-efficacy of senior, middle, and operational managers of the Incident Command System (ICS) of Zahedan University of Medical Sciences in Iran.MethodsThe study examined the perceived self-efficacy of 103 senior, middle, and operational managers of the Incidence Command System (ICS) of Zahedan University of Medical Sciences in 2021. Sampling was done by census using a designed questionnaire based on Bandura’s self-efficacy concepts. Based on Factor Analysis, 4 factors were extracted. The factors were labeled and analyzed.ResultsThe number of people who had passed the crisis management course was 57. Seventy-one participants reported their participation in crisis management. The score obtained by men in Factor 3 (F3) was significantly higher than women, but not in other factors. People with stable employment scored far higher in Factor 1 (F1) than those with unsustainable employment conditions. Those who had passed the Crisis Management courses had a higher average score, but only in the three factors 1, 2, and 4, this difference was significant.ConclusionEven training the temporary staff is an organizational investment that can return benefits to the system. This enhances their perceived self-efficacy and promotes their commitment to the organization. Therefore, empowering these managers should be a priority.

Promotion of self-efficacy in mothers with infants discharged from neonatal intensive care units

IntroductionThe mothers of newborns who are discharged from a neonatal intensive care unit (NICU) experience stress and anxiety due to the specialized care their child requires at home, affecting their perception of maternal self-efficacy. ObjectiveTo evaluate the effect of the nursing intervention called Hospital Discharge Plan (HDP) on the promotion of self-efficacy in mothers of newborns discharged from the NICU. MethodQuantitative study, quasi-experimental design with pre-test/post-test in a single group, using the Parental Evaluation Scale applied to a convenience sample of 72 mothers of high-risk newborns from a NICU located in the city of Villavicencio (Colombia). The first measurement was taken between days 3 and 4 before discharge and at 15 days’ post-discharge. Data processing was carried out using the statistical program SPSS, version 21. The intervention was based on the four concepts of self-efficacy by Barbara Resnick. ResultsThe perception of maternal self-efficacy before the intervention showed a median of 8.9 points (RI 7.6–9.5); after the intervention it showed a median of 9.6 points (RI of 10–8.7); a statistically significant p-value < 0.001 was obtained before and after the intervention with the Wilcoxon rank test. ConclusionsEducation and follow-up promoted the development of knowledge and skills in mothers for the care of high-risk newborns. This contributed to the experience of mastery and vicarious experience from the teaching-learning process and contact with the experience of other mothers, which contributes to the effective development of motherhood.

Towards a better conceptual understanding of how students learn business research methods

Business graduates need a solid understanding of research methods, for example to make decisions based on empirical evidence. As a meta-analytic review by Earley (2014) shows, we are lacking sufficient empirical information on what influences research methods education and a solid conceptual understanding of what these influential factors mean for student learning. This research begins to fill this gap by presenting results from interviewing 18 lecturers in undergraduate programmes in Business and Management. The findings are linked to Paul R. Pintrich’s framework for assessing motivation and self-regulated learning (Pintrich, 2004). The major findings include that aspects related to why students are doing specific learning tasks and the concept of self-efficacy play important roles. Other themes of the meta-analytic review by Earley are discussed, for example students’ anxiety, poor attitudes, and misconceptions about research. The study concludes by making recommendations for future research.

Relationship between Mentors’ Roles and Mentees’ Leadership Development: The Mediating Role of Mentees’ Self-efficacy

&lt;p style="text-align: justify;"&gt;Limited latest studies circulated in the 21st century of world university ranking reveal that well-designed mentoring programs will not increase mentees’ leadership development if mentors have not implemented effective roles in the mentoring programs. Although many studies have been done, the mediating effect of mentors’ roles is little known in the tertiary education mentoring research literature. This study is done to examine the correlation between mentors’ roles, mentees’ self-efficacy, and mentees’ leadership development. This study employed a cross-sectional research design. A purposive sampling plan was employed to collect 761 survey questionnaires from undergraduate students at non-research-based public universities in Sarawak. The survey data were analyzed by the SmartPLS package to determine the validity and reliability of the study instrument, and thus test hypotheses for the direct effects model and mediating model. The outcomes of the SmartPLS path model analysis showed that the majority of participants felt that the levels of information exchange, help, self-efficacy, and leadership development are high. This situation explains that the ability of mentors to appropriately implement information exchange and help in mentoring programs has strongly evoked mentees’ self-efficacy. Consequently, this self-efficacy can lead to higher leadership development. This finding can help practitioners to understand the diverse paradigms of mentees’ self-efficacy concept and plan the integration of academic and social-based approaches in formulating mentoring programs to prepare successful graduates in a time of rapid global change.&lt;/p&gt;

Work self-efficacy and its role in promoting psychological health of the staff of educational organizations in the conditions of war and post-war revival: a theoretical analysis of the problem

Introduction. Today, psychologists are facing an important and urgent task of finding factors that promote educational staff's work performance and psychological health in war conditions. One of these factors is overall self-efficacy and, in particular, work self-efficacy of the individual. Aim: to make a theoretical analysis of the concept of work self-efficacy and determine its role in promoting the psychological health of the staff of educational organizations in the conditions of war and post-war revival. Results: In Western organizational psychology, the problem of self-efficacy is studied in relation to work efficiency and job satisfaction, as a staff's personal characteristics correlate, as an occupational stress-and burnout-reducing factor, and as a mental health and subjective well-being factor. Work self-efficacy is a type of personal self-efficacy and it is considered as part of professional self-concept and is defined as a person's belief in their ability to successfully perform work tasks. Work self-efficacy in foreign studies is considered as a significant correlate of such organizational indicators as career, job satisfaction, dedication, involvement in work and work productivity in general. Work self-efficacy acts as a "buffer" from occupational stress and burnout. In the conditions of war, the development of self-efficacy acquires special importance. On the one hand, self-efficacy in certain population categories has decreased, but on the other hand, self-efficacy plays a key role in reactions to stress and coping with threatening situations and traumatic events. In addition, self-efficacy is an important factor in post-war personal recovery and can be developed via psychological interventions. Conclusions: The results of the theoretical research can be helpful in empirical studies of educational staff's work self-efficacy in the conditions of war and for the development of special work self-efficacy promotion psychological technologies.

Crisis response efficacy: Perceived ability to respond entrepreneurially to crises

Prior research indicates the importance of entrepreneurial responses to external crises. This article theoretically extends the concept of self-efficacy to the task domain of entrepreneurial response to crisis situations. Crisis response efficacy is conceptualized as a task-specific (perceived) efficacy, a CEO's beliefs in their firm's skills, knowledge, and readiness to respond effectively to an external crisis – dealing with crisis impacts and responding entrepreneurially to pursue opportunities. We further theorize that crisis response efficacy mediates the relationship between several antecedents and entrepreneurial responses to crises and that the nature of the response varies with the crisis stages. We provide a preliminary empirical illustration of the utility of crisis response efficacy as a construct.

Introducing Sources of Self-efficacy and Dysfunctional Career Beliefs in Socio-cognitive Career Theory in Entrepreneurship

A missing link between entrepreneurship education and career choices is how and when alumni decide to behave entrepreneurially. This question pertains to the impact of entrepreneurship education as envisaged in various educational policies. The vast majority of relevant studies have examined the concepts of entrepreneurial self-efficacy and entrepreneurial intention across courses and audiences worldwide. A recent trend adopts more systematic career development theories as the social cognitive career theory (SCCT). In this line, the present article provides new insights in SCCT models including the construct of dysfunctional career beliefs that represents an essential element in career decision-making. The article presents a small-scale quantitative research through a sample of Greek adults aimed to examine the relations between entrepreneurial intention and dysfunctional career beliefs as well as the informational sources of self-efficacy representing fundamental premises of SCCT. The pilot findings show that “significant others”, a dimension of dysfunctional career beliefs, influence the entrepreneurial career decision process as an extraneous personal parameter. Linear multiple regression analysis demonstrated that positive emotions, mastery experiences and the perceptions regarding significant others’ influence in career decision-making significantly predicted entrepreneurial intention. It is also shown that influence from significant others moderates the relationship between positive emotions and entrepreneurial intention, that is, intensifying the previous relationship when influence of significant others is low and decreasing it when this influence is high. These findings are discussed in the context of entrepreneurial career decision making with implications to educational and career counselling practices.

Self-Efficacy, Teaching Practice, and Teacher Readiness: Mediating Role Teacher Interest

Objective: In the realm of education, the effectiveness of teaching practices and the readiness of teachers to navigate the challenges of the classroom environment have garnered substantial attention. One pivotal aspect that has emerged in educational research is the concept of self-efficacy – the belief in one's capabilities to accomplish tasks and produce desired outcomes. Self-efficacy is known to significantly influence various aspects of an individual's professional life, including teaching. The correlation between self-efficacy, teaching practice, and teacher readiness has been a subject of interest for educators and researchers alike. This research aims to determine the effect of self-efficacy and teaching practice on readiness to be a teacher through interest in becoming a teacher as a mediation variable. We used an online questionnaire to identify 435 college students for this study. Method: We applied partial least squares structural equation modelling (PLS-SEM) to analyze the research model. Results: The results showed that the exogenous variables, namely self-efficacy and teaching practice, significantly affected the readiness to become teachers directly. Novelty: Whereas indirectly, self-efficacy does not affect readiness to become a teacher through an interest in becoming a teacher. However, it differs from the teaching practice variable, which indirectly affects readiness to become a teacher through an interest in becoming a teacher.

SOURCES OF SELF-EFFICACY AND THEIR IMPLICATIONS ON SCIENCE TEACHER EDUCATION

&lt;p&gt;Bandura’s reaction to the depictions of human agency that were propagated by the trait, behaviorist, and psychodynamic theories yielded the social cognitive theory. Through the social cognitive theory emerged the concept of self-efficacy. Self-efficacy is one’s judgment of the capabilities to bring about desired outcomes. An understanding of the concept of self-efficacy and its sources has implications for the training of pre-service science teachers to effectively teach science. This article aims to use theoretical and empirical studies concerning Bandura’s theoretical sources of self-efficacy - Enactive Mastery Experience, Vicarious Experiences, Verbal Persuasion, and Physiological and Psychological State – to guide science teacher educators in determining effective approaches to developing a sense of self-efficacy in their pre-service science teachers. The article summarizes each of the sources of self-efficacy. It simultaneously provides suggestions to science teacher educators for inculcating a high sense of self-efficacy in their pre-service science teachers.&lt;/p&gt;&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/soc/0036/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

Supervising Self-Efficacy During the Home Office Using Management Control Systems

Due to the unprecedented circumstances of the last two and a half years, the organizations are facing unprecedented challenges. After the official recommendations for work from home and the re-entry of employees to the office environment – many other questions arise. First, are the employees satisfied that they are back in the office? Is working from home possible? What are the results of the employees’ monitored working time from home? These and many other issues are a major focus of employers in the field of consulting services. The current article aims to explore the concept of self-efficacy and its follow-up based on management control systems. This study is theoretical. Methods of induction and deduction, including analysis and synthesis, are at the article’s core. The results show that well-established management control systems in organizations with consulting services can use the home office as a motivational tool.

Developing and Validating a Self-Care Self-Efficacy Scale for Oral Anticoagulation Therapy in Patients With Nonvalvular Atrial Fibrillation: Protocol for a Mixed Methods Study.

Oral anticoagulation therapy (OAC) is the cornerstone treatment for preventing venous thromboembolism and stroke in patients with nonvalvular atrial fibrillation (NVAF). Despite its significance, challenges in adherence and persistence to OAC regimens have been reported, leading to severe health complications. Central to addressing these challenges is the concept of self-efficacy (SE) in medication management. Currently, there is a noticeable gap in available tools specifically designed to measure SE in OAC self-care management, while such tools are crucial for enhancing patient adherence and overall treatment outcomes. This study aims to develop and validate a novel scale aimed to measure self-care self-efficacy (SCSE) in patients with NVAF under OAC, which is the patients' Self-Care Self-Efficacy Index in Oral Anticoagulation Therapy Management (SCSE-OAC), for English- and Italian-speaking populations. We also seek to assess patients' SE in managing their OAC treatment effectively and to explore the relationship between SE levels and sociodemographic and clinical variables. Using a multiphase, mixed methods observational study design, we first conceptualize the SCSE-OAC through literature reviews, patient focus groups, and expert consensus. The scale's content validity will be evaluated through patient and expert reviews, while its construct validity is assessed using exploratory and confirmatory factor analyses, ensuring cross-cultural applicability. Criterion validity will be examined through correlations with clinical outcomes. Reliability will be tested via internal consistency and test-retest reliability measures. The study will involve adult outpatients with NVAF on OAC treatment for a minimum of 3 months, using both e-surveys and paper forms for data collection. It is anticipated that the SCSE-OAC will emerge as a reliable and valid tool for measuring SE in OAC self-care management. It will enable identifying patients at risk of poor adherence due to low SE, facilitating targeted educational interventions. The scale's validation in both English and Italian-speaking populations will underscore its applicability in diverse clinical settings, contributing significantly to personalized patient-centered care in anticoagulation management. The development and validation of the SCSE-OAC represent a significant advancement in the field of anticoagulation therapy. Validating the index in English- and Italian-speaking populations will enable personalized patient-centered educational interventions, ultimately improving OAC treatment outcomes. The SCSE-OAC's focus on SCSE introduces a novel approach to identifying and addressing individual patient needs, promoting adherence, and ultimately improving health outcomes. Future endeavors will seek to extend the validation of the SCSE-OAC across diverse cultural and linguistic landscapes, broadening its applicability in global clinical and research settings. This scale-up effort is crucial for establishing a universal standard for measuring SCSE in OAC management, empowering clinicians and researchers worldwide to tailor effective and culturally sensitive interventions. ClinicalTrials.gov NCT05820854; https://tinyurl.com/2mmypey7. PRR1-10.2196/51489.

PROMOTING SELF-EFFICACY OF PROSPECTIVE MUSIC TEACHERS: THEORETICAL INSIGHTS

Scientific literature shows that cultivating self-efficacy is conducive to learner in-depth study of music, independent choices and perseverance in the field of music. However, most current research studies focus on self-efficacy in primary and secondary education, whereas the self-efficacy of prospective music teachers has been scarcely investigated. Considering the importance of self-efficacy in music activities of prospective music teachers, a study on the particularity of prospective music teachers’ self-efficacy has been initiated: the literature analysis method has been used, and a large number of literature sources related to self-efficacy and music education have been analysed. The following problem question is formulated: what is the particularity of self-efficacy in music education? The aim of this research is to analyse the concept of self-efficacy in music education. Research results show that self-efficacy determines the judgment of prospective music teachers on their learning, performance, and teaching abilities. Factors that affect the self-efficacy of prospective music teachers include mastery of experiences, vicarious experience, social persuasion, and emotional and psychological states.

Factors affecting the self-efficacy of medical teachers during a health crisis – a qualitative study on the example of the COVID-19 pandemic

BackgroundThe diversity of tasks entrusted to medical teachers with their simultaneous responsibility for the safety of patients and the effective education of future healthcare professionals requires maintaining a skillful balance between their teaching, scientific and clinical activities. Meanwhile, the COVID-19 pandemic disrupted the work of both healthcare facilities and medical universities, forcing already overworked medical teachers to establish a new balance. One’s ability to perform effectively in new, ambiguous, or unpredictable situations was described by Albert Bandura as a self-efficacy concept. Consequently, this study aimed to identify factors affecting the self-efficacy of medical teachers and the influence of the COVID-19 pandemic on them.MethodsTwenty-five semi-structured interviews with medical teachers were conducted using a flexible thematic guide. They were transcribed and analyzed by two independent researchers (researcher triangulation) with phenomenology as the qualitative approach.ResultsIdentified themes demonstrate a process of the evolvement of clinical teachers’ self-efficacy in response to the sudden outbreak of the COVID-19 pandemic, namely the decline of self-efficacy in the first phase of the crisis, followed by building task-specific self-efficacy and the development of general self-efficacy.ConclusionsThe study shows the significance of providing care and support for medical teachers during a health crisis. Crisis management decision-makers at educational and healthcare institutions should consider the different roles of medical teachers and the possibility of overburden associated with the cumulation of the excessive number of patient, didactic, and research duties. Moreover, faculty development initiatives and teamwork should become a vital part of the organizational culture of medical universities. A dedicated tool acknowledging the specificity and context of medical teachers’ work seems necessary to quantitatively evaluate their sense of self-efficacy.

Самоефективнiсть особистостi: психологiчний дискурс

The article is devoted to the problem of self-efficacy, which is particularly acute in our country today. The importance of its research in both theoretical and practical-pragmatic aspects is indicated. An attempt was made to analyze traditional approaches to the problem in both domestic and foreign psychology. A theoretical overview of some traditional and modern concepts of self-efficacy is presented, and various definitive positions regarding the psychological content of the concept are considered. It was found that self-efficacy is a repeatedly verified experience of productive self-realization; a unique and generalized quality in which various mental elements are integrated, including motivation, cognitive components, a sense of confidence, attitude to success, etc. Self-efficacy is considered as a process and a result of self-creation of a person, an indicator of a person’s psychological maturity and competence. The connection of selfefficacy with the concept of “I”, values, meanings, abilities and strategies of proactive behavior is emphasized. The role of self-efficacy in the structure of stress resistance is emphasized. Prospects for further scientific research are outlined. It is noted about the need to create a coherent theoretical model of the study of the phenomenon in the personal paradigm.

Interface of resilience with other related concepts in physiological and psychosocial/spiritual domains.

Interface of resilience with other related concepts in physiological and psychosocial/spiritual domains.

Return of the ‘Three Amigos’: Applying the Functions of Supervision in the Executive Coaching Context

Gender equality in organisational leadership is still poor. Evidence suggests that women may experience lower levels of self-confidence than men and that this may influence the representation of women in senior leadership roles. Addressing this would play a role in the equalisation of gender differences in organisations and coaching can be effective in building self-confidence and the allied concept of self-efficacy. An exploratory qualitative study using semi-structured interviews was conducted with 12 workplace coaches experienced in coaching female leaders. The aim was to explore the effect of self-confidence amongst female leaders and the role that coaching can play in providing support that will encourage leadership progression. Low self-confidence was found to be ubiquitous in coaching conversations with female leaders, and was often a safer, surface level topic that masked much deeper issues. The value of trusted relationships that encourage trial of new behaviours was identified. A reflective coaching process of trial, reflection and adaptation is recommended to overcome low self-confidence and challenge leadership stereotypes. The study provides benefits to workplace coaches to understand the challenges that female leaders bring to coaching and how they may be addressed.