<![CDATA[Improving student learning outcomes remains a critical issue in school quality development, particularly when instructional practices are not yet supported by systematic teacher coaching. Although teacher coaching is widely promoted as a strategy for professional development, empirical evidence explaining how it affects instructional quality and student achievement remains limited. This study examines the effect of teacher coaching on instructional quality and student learning outcomes. A quantitative approach with a causal-correlational design was employed. The sample consisted of 120 respondents selected through proportional random sampling. Primary data on teacher coaching and instructional quality were collected using Likert-scale questionnaires, while student learning outcomes were obtained from academic achievement records. The instruments were tested through content validity, empirical validity, and reliability analysis using Cronbach’s Alpha. Data were analyzed using descriptive statistics, Pearson correlation, simple linear regression, and multiple linear regression at a 0.05 significance level. The results show that teacher coaching had a positive and significant effect on instructional quality, with r = 0.684 and R² = 0.468. Instructional quality also had a positive and significant effect on student learning outcomes, with r = 0.621 and R² = 0.386. Simultaneously, teacher coaching and instructional quality explained 45.3% of the variance in student learning outcomes. These findings indicate that teacher coaching strengthens learning outcomes through improved instructional quality. The study contributes to educational development by emphasizing the need for academic supervision, structured feedback, and continuous reflective practice in schools.]]>
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