Samenvatting

Acknowledging the knowledge gaps and novel paradigms outlined above within both coaching research and practice, the PhD research aims to investigate how need-supportive coaching—rooted in Self-Determination Theory (SDT)—effectively fulfils the satisfaction of beginning teachers’ basic psychological needs (BPNs) and autonomous motivation in pursuing their coaching goals within dyadic coaching relationships. To systematically explore this overarching objective, this PhD project and thesis adopt a structured, four-step approach, where each step investigates specific and complementary aspects of the coaching process. Collectively, these steps provide a comprehensive examination of how and under what conditions BPN-supportive coaching facilitates optimal motivational outcomes, enriching our understanding of the dynamic processes that shape coaching effectiveness among beginning teachers. Specifically, four research questions systematically guide the four research steps:1. What is the current state of empirical evidence linking BPN support, BPN satisfaction, and autonomous motivation within coach-coachee relationships?2. How do perceptual distances between coaches’ and coachees’ perceptions regarding BPN support relate to the coachees’ BPN satisfaction?3. How do coaches’ and coachees’ BPN satisfaction mutually predict autonomous motivation toward shared goals in their dyadic relationships?4. How do coaches and coachees dynamically co-regulate BPN interactions in real-time dyadic coaching conversations?