The Role of Values in Educational Coaching

In the heart of every meaningful coaching interaction lies a question of values. What drives this student? What matters most to them? Why do they care, or not care, about this goal, this subject, this moment in their learning? Educational coaching, when done well, is not just about performance. It’s about alignment. And to align learning with lived motivation, we must explore values. Schwartz’s theory of basic human values offers a robust psychological framework to do just that.

Understanding Schwartz’s Value Theory

Shalom H. Schwartz (2012) identified ten universal values that guide human behavior, clustered around four higher-order dimensions:

• Self-Transcendence (e.g. benevolence, universalism): concern for others and the wider world

• Self-Enhancement (e.g. achievement, power): pursuit of personal success and influence

• Openness to Change (e.g. stimulation, self-direction): desire for novelty, independence, and exploration

• Conservation (e.g. security, tradition, conformity): emphasis on safety, stability, and order

Each person has a unique value profile that informs their decisions, goals, and motivation. For adolescents, these values are still forming, but they are already powerful undercurrents in identity development and academic engagement.

Why Values Matter in Coaching Conversations

In education, we often default to external motivators: grades, deadlines, university applications. But true motivation, the kind that fuels resilience, autonomy, and fulfilment, comes from within. Schwartz’s framework helps coaches ask better questions:

• “What does success look like to you?” (achievement, self-direction)

• “Why does this project matter to you personally?” (benevolence, universalism)

• “What kind of person do you want to become?” (identity-linked values)

By understanding a student’s value orientation, we shift from compliance-based interventions to deeply resonant coaching conversations.

Coaching in Alignment: Practical Applications

Goal-Setting Rooted in Values

When students define goals that reflect their core values, they’re more likely to follow through. A student high in stimulation might thrive when the goal involves novelty or risk (e.g. entering a new competition). One who values tradition might feel fulfilled by mentoring younger students or preserving school culture.

Strengths and Struggles Through a Values Lens

Values conflict can create inner tension. A student who values achievement but also benevolence may struggle with overcommitment. One who values security may resist challenge or ambiguity. Exploring these tensions can unlock both insight and self-compassion.

Tailored Communication and Feedback

Coaching feedback can be framed through value-aligned language. For instance, instead of “You need to participate more,” try “Your contributions help others grow, your insight matters” (benevolence + self-direction).

Supporting Identity Development

Adolescence is a time of experimentation, confusion, and meaning-making. Coaching that connects learning to personal values doesn’t just improve motivation, it scaffolds identity. By helping students articulate who they are and who they want to be, we give them tools to navigate not just school, but life.

Final Thoughts

Educational coaching isn’t about fixing students or pushing them harder. It’s about seeing them clearly—values and all—and co-creating pathways that honour their individuality. Schwartz’s value theory gives us the language to do just that. In a system that often treats students as outcomes, value-aligned coaching treats them as people. Not just learners, but meaning-makers.

Schwartz, Shalom. (2012). An Overview of the Schwartz Theory of Basic Values. Online Readings in Psychology and Culture. 2. 10.9707/2307-0919.1116.