The relationship between supervisors’ coaching leadership style and doctoral students’ self-efficacy: A cross-cultural analysis among UK, Israel, and China

This study extends coaching relationships to higher education by examining the impact of principal supervisors’ coaching leadership on doctoral students’ self-efficacy. A survey of 657 doctoral students from the UK, Israel, and China was conducted to validate the relationship between supervisors’ coaching behaviours, working alliance, and students’ self-efficacy. Results indicate that supervisors’ coaching skills and a strong working alliance enhance students’ self-beliefs in their academic pursuits. Additionally, cross-cultural analysis reveals that perceptions of power and uncertainty influence supervisory relationships. This research shifts the focus from challenges in doctoral students’ well-being to positive professional relationships.