Coaching as a tool for developing inclusive leadership competencies in engineering and STEM teacher education: Comparative analysis

Abstract

Coaching has demonstrated the potential to be an effective method for improving academic performance and developing leadership skills consistent with inclusive educational practices. Coaching interventions can lead to increased student achievement in STEM education, where active engagement and differentiated instruction are critical. This study explores the integration of coaching technologies into engineering and STEM teacher education to enhance inclusive leadership competencies among future educators in Kazakhstan. Amid growing global demands for inclusive and learner-centered approaches in technical education, the research investigates how coaching models can support the development of strategic thinking, team management, and inclusive instructional practices. Using a mixed-methods design, the study combines a comparative analysis and literature review with a pilot quantitative evaluation based on the behavioral competencies framework. Twenty-one pre-service STEM teachers participated in the empirical phase, with results indicating statistically significant differences in leadership behavior across academic disciplines. The study introduces the GAARANTUNG coaching model, tailored for blended learning and inclusive teaching in technical disciplines. Findings suggest that coaching technologies can serve as a valuable pedagogical tool in engineering and STEM education, particularly for enhancing leadership capacity and fostering inclusive classroom environments. Practical recommendations are proposed for policymakers and educators to integrate coaching-based strategies into teacher development programs within technical and vocational education settings.