Balancing Structure and Autonomy: A Coaching Approach to Classroom Leadership in Secondary Education
Program
Teaching M.A.
Number of Pages
82
Year Approved
2026
First Advisor
Foster Graif
Second Reader
Molly Wickam
Abstract
This literature review explores how middle and high school teachers can balance leading their classrooms while also supporting students in a coaching role to help them make positive academic and behavioral choices. It looks at key ideas like clear expectations, giving students choices, building strong relationships, keeping students engaged, and using fair and respectful practices. Research shows that students learn best when teachers create clear routines, support them, and give them opportunities to take responsibility. When students feel safe, respected, and understood, they are more willing to participate and learn. Also, coaching practices, such as listening to students and guiding their thinking, increase motivation and engagement. The review also highlights the importance of fairness and understanding students’ backgrounds. However, the research shows gaps, especially in how teachers apply these ideas in real classrooms and how they are measured. This review supports the Structured Autonomy Coaching Model as a useful framework for teaching and calls for more research focused on daily classroom practice.
Degree Name
Teaching M.A.
Document Type
Masterʼs thesis
Recommended Citation
Morelos Gomez, V. (2026). Balancing Structure and Autonomy: A Coaching Approach to Classroom Leadership in Secondary Education [Masterʼs thesis, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/1278
Terms of Use and License Information
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.