Why coaching matters: exploring the interplay of teacher self-regulation and well-being with a longitudinal multigroup model.

A comparison between the groups showed significant differences in the strength of the effects between the CG and the TCG for work engagement [CG: β = 0.86, p < 0.001, TCG: β = 0.59, p < 0.01, p(∆χ 2 ) = 0.011] and emotional exhaustion [CG: β = 0.82, p < 0.001, TCG: β = 0.60, p < 0.01, p(∆χ 2 ) = 0.037] and a nearly significant difference between the CG and the TG for emotional exhaustion [TG: β = 0.68, p < 0.001, p(∆χ 2 ) = 0.065].

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