This quantitative descriptive study aimed to identify the influence of coaching communication on the relationship between feedback environment and self-efficacy of teaching. In particular, the objective of this study was to identify whether the coaching communication to become a mediator in the relationship between feedback environment and self-efficacy of teaching. A total of 411 lecturers randomly selected from five polytechnics which successfully obtained an overall excellent performance including academic standards and quality management through the recognition of the polytechnic ratings. Data for this survey were collected through a questionnaire which was adapted from an instrument used by Steelman, Levy, and Snell (2004), Heslin, VandeWalle, and Latham (2006), and Tschannen-Moran and Hoy (2001). The results of multiple regression analysis showed that feedback environment and coaching communication influence positively and significantly on self-efficacy of teaching. In addition, feedback environment also have an impact on all dimensions of coaching communication. Meanwhile coaching communication acting as a full mediator on the relationship between feedback environment and self-efficacy of teaching. In terms of the implications of this study show the role of the middle leader is especially important in creating the feedback environment in the workplace to improve coaching communication performance.

1. The Influence of Feedback Environment
on Self-Efficacy of Teaching: The Role of
Coaching Communication as Mediator
YING-LEH LING & ABDUL GHANI KANESAN ABDULLAH
SCHOOL OF EDUCATIONAL STUDIES
UNIVERSITI SAINS MALAYSIA

2. Feedback Environment
Feedback Source Credibility
Feedback Quality
Feedback Delivery
Constructive Feedback
Feedback availability
Encourage feedback seeking
IN
MALAYSIAN
CONTEXT

3. Feedback Environment
Feedback Source Credibility
Feedback Quality
Feedback Delivery
Constructive Feedback
Feedback availability
Encourage feedback seeking
Feedback resource expertise
and trust of receiver feedback.
IN
MALAYSIAN
CONTEXT

4. Feedback Environment
Feedback Source Credibility
Feedback Quality
Feedback Delivery
Constructive Feedback
Feedback availability
Encourage feedback seeking
Feedback given consistently in
all periods, specific, and is
seen as more helpful and
useful.
IN
MALAYSIAN
CONTEXT

5. Feedback Environment
Feedback Source Credibility
Feedback Quality
Feedback Delivery
Constructive Feedback
Feedback availability
Encourage feedback seeking
Deliver feedback to a more
constructive approach based
on the strength of workers and
not by workers’ mistakes.
IN
MALAYSIAN
CONTEXT

6. Feedback Environment
Feedback Source Credibility
Feedback Quality
Feedback Delivery
Constructive Feedback
Feedback availability
Encourage feedback seeking
Positive feedback; Workers’
strength based; Employees see
the feedback provided by
employers to help them
achieve the targets set.
IN
MALAYSIAN
CONTEXT

7. Feedback Environment
Feedback Source Credibility
Feedback Quality
Feedback Delivery
Constructive Feedback
Feedback availability
Encourage feedback seeking
The availability of resources to
look at the frequency response
of workers to contact and/or
colleagues for feedback.
IN
MALAYSIAN
CONTEXT

8. Feedback Environment
Feedback Source Credibility
Feedback Quality
Feedback Delivery
Constructive Feedback
Feedback availability
Encourage feedback seeking The extent of leaders to
encourage the feedback
seeking among the employees.
IN
MALAYSIAN
CONTEXT

9. Coaching Communication (CC)
Existed everywhere.
Giving inspiration, support,
encouragement, & motivation.
Coaching
Communication
Something new? CC
Leaders need to realize the importance of
effective coaching by establishing effective
communication between coach and client.
Coaching
Transfer
The behavior of the leaders to improve
perfomance through bilateral interaction with
change goals into reality through the use of
several options available from followers
before performing an action.
The application of knowledge, skills,
attitudes, and other quality characteristics
that have been acquired by an individual in
the process of coaching into the
workplace.
Facilitating
Inspiration
Job Guidance

10. Self-Efficacy of Teaching
Why self-efficacy
of teaching is
important?
More motivated
and confident to
perform the task.
Influence the
actions of
individuals in the
field of work
More open, dare to
try new methods &
committed to
teaching.
Confidence in the teachers need to take a series of behavior in
specific situations and structured teaching
(Tschanen-Moran, Hoy & Hoy, 1998).
SET refers to the belief of the lecturers implement teaching strategies, classroom
management, and student effective in impacting student learning and student
engagement.

11. Research Methodologies
o Survey method.
o Sampling – 411 lecturers of five polytechnics
o Instrument – Adapted from the previous researchers – Steelman et al. (2004); Heslin et al.
(2006); Tschanen-Moran, Hoy, & Hoy (1998)
o 600 questionnaires were distributed and 411 questionnaires only be collected
o Return rate as high as 68.5%

12. Research Framework &
Research Objectives
Self-Efficacy of
Teaching

13. Research Findings
(A) Respondent Profile

14. Research Findings
(B) Mean Score and Standard Deviation

15. Influence on Feedback Environment towards Coaching
Communication and Self-Efficacy of Teaching
The findings explain the feedback environment positively and significantly affects self-efficacy of
teaching. Meanwhile, these findings explain the feedback environment positively and
significantly affects coaching communication.

16. Influence on Coaching Communication on
Self-Efficacy of Teaching
The findings explain the coaching communication positively and significantly affects self-efficacy
of teaching.

17. Influence on Coaching Communication as Mediator on
the Relationship between Feedback Environment and
Self-Efficacy of Teaching
The findings show that the coaching communication to act as full mediator.

18. Discussion & Research Implication
The middle leader within the organization needs to create an environment of education, especially
feedback to improve the process of interaction between the leaders and followers in making sure that
they are on the right path in their careers.
◦ Leaders need a work environment that encourages feedback construtively channeling particularly in the
context of job guidance, especially when there is a gap of how individuals see themselves and how others see
his actions (Folkman, 2006; McCarthy & Milner, 2013).
◦ Favorable feedback environment will enable the individual to find useful about job performance they can
integrate themselves into social groups in the workplace and beyond identiifying their behavior to conform to
the standard established by the organization (Whitaker & Levy, 2012; Young & Steelman, 2014)
The middle leaders particularly those closer to the teaching staff in educational organizations should
establish coaching communication to increase self-efficacy of teaching.
◦ Coaching helps people in achieving the goals set for improving organizational productivity and personal
satisfaction (Thach, 2002).
◦ Coaching is considered as a form of social persuassion in which people are guided by recommendations to
believe they can successfully cope with their work (Bandura & Cervone, 1986).

19. Conclusion
The results of this study shows there is an effect on the feedback environment on coaching
communication and self-efficacy of teaching. In addition, the coaching communication also
affects the relationship between feedback environment and self-efficacy of teaching. Therefore,
Program Coordinator/Course Coordinator as middle leaders in polytechnics should
demonstrate their commitment to create feedback environment in order to improve lecturers’
confidence in teaching. The process of interaction between middle leaders and followers will be
more effective with the establishment of an environment favorable response in the workplace.
Setting the feedback environment and coaching communication in an open and two-way
interaction, followers will see feedback from the leaders as an encouragement and motivation
to advance their career. The researcher hopes that future research could contribute to feedback
environment practices and coaching communication which are more detailed and precised in
educational organizations.