This study explores the phenomenological dimensions of online coaching in developing teachers' social-emotional learning (SEL) competencies through the lens of Media Naturalness Theory (MNT; Kock, 2005). While MNT argues that technology-mediated communication inherently constrains authentic interaction compared to face-to-face encounters, the study challenges this theoretical framework. It contributes to the field of Continuing Professional Development (CPD) and involves the learning and development of professionals and others working in education.  The research employed a constructivist mixed-methods approach, incorporating in-depth interviews with 19 teachers and 18 coaches, 8 systematic classroom observations, and 15 reflective narratives. Data analysis revealed three emergent themes: transformative professional growth, pedagogical practice evolution, and distinctive virtual space affordances. Teachers demonstrated significant shifts in their professional identity and SEL competencies, including enhanced self-awareness, emotional regulation capabilities, and conflict-resolution strategies. The virtual environment unexpectedly fostered psychological safety and deep reflection, enabling authentic professional discourse and meaningful skill transfer to classroom settings. Digital platforms facilitated unique opportunities through increased accessibility, integrated technological tools, and the creation of intimate virtual spaces. Contrary to MNT predictions, teachers effectively constructed meaningful professional interactions online, with platform advantages compensating for traditional limitations. These findings challenge conventional assumptions about technology-mediated professional development, suggesting that online coaching can create authentic spaces for teacher growth and SEL skill development. The study contributes to the growing body of research on virtual professional development, calling for a critical reexamination of MNT's foundational assumptions about technology-mediated communication in educational contexts.

Introduction
Social-emotional learning (SEL) is essential in education, especially post-COVID-19 (Williamson, 2021). SEL skills include self-awareness, self-management, social awareness, relationship management, and responsible decision-making (Durlak et al., 2011). Enhancing teachers' SEL skills is vital for student success (Jennings & Greenberg, 2009). Online coaching has proven effective for teacher professional development (Knight, 2019). However, the Media Naturalness Theory (MNT; Kock, 2005) argues that technology-mediated communication may be less effective than face-to-face interaction. This study explores online coaching's impact on developing teachers’ SEL skills and MNT's applicability.

Literature Review
Coaching in teaching and education is an innovative professional development approach that enables changes in teaching practices through a coaching partnership (Stoetzel & Shedrow, 2020). The coaching process is defined as collaborative, solution-focused, and outcome-oriented, where the coach assists in improving the professional performance of the trainees (Galazka & Jarosz, 2019). Studies indicate that online coaching is at least as effective as face-to-face coaching programs, with the quality and nature of learning opportunities being more important than the medium through which coaching is delivered (Matsumura et al., 2019). Furthermore, teachers emphasize the benefits of flexibility in time and location offered by online coaching, as well as the value of using real-time video to support reflection and professional growth (Powell & Diamond, 2013).

The Media Naturalness Theory (MNT; Kock, 2005, 2011) suggests communication effectiveness increases with face-to-face resemblance. Video conferencing supports synchronicity, natural speech, and facial expressions but limits body language and co-location. Despite these limits, research shows online coaching maintains trust and confidence (Blau et al., 2017; Matsumura et al., 2019).

Based on this framework, the current study seeks to explore the contribution of online coaching as a model for teacher training in developing SEL skills. The study focuses on two primary research questions:

1. What is the contribution of online coaching in this context? From the perspective of both coaches and teachers-trainees?
2. Does the contribution of online SEL coaching, from both perspectives, align with the predictions of the Media Naturalness Theory (Kock, 2005)?

This combination of examining coaching practice alongside the theory could provide insights into the effectiveness of online coaching in teacher education and the optimal conditions for its implementation.

Research Methodology This study employed a qualitative research approach (Clarke & Braun, 2018). A mixed-methods approach was used to cross-reference word and phrase frequency counts across interview, observation, and reflection data. Exploring the topic from both the teachers' and coaches' perspectives, along with combining interviews and classroom observations, allowed for a triangulation process to strengthen the findings. Participants The study was conducted following a professional development program for teachers, which included a process of online personal coaching. The coaching process consisted of 10-15 weekly one-hour Zoom meetings, during which personal and professional goals were defined for each participant. The study included 19 teachers and 18 coaches who led the professional development program. Participants were recruited through personal invitations and a snowball sampling technique. The participants include a diverse group of teachers, representing a balance of genders, with both men and women included. Their teaching experience ranges from 5 to 35 years, reflecting a mix of early-career and veteran educators. Participants teach various subjects, including mathematics, computers, physical education, Hebrew, and science, and hold diverse roles such as homeroom teachers, subject coordinators, and vice-principals. They work across different educational levels, including elementary, middle, and high schools, in various geographic regions such as Modiin, Herzliya, Rehovot, and the Golan Heights. This diverse sample provides a comprehensive view of the teaching profession. Research Tools and Procedure The research tools included four components: 19 teacher interviews, 18 coach interviews, 15 teacher reflections, and 8 classroom observations. Semi-structured interviews were conducted with all participants via Zoom video conferencing and lasted approximately one hour. Teacher interviews focused on two aspects: their perception of SEL skills and the significance of online coaching for developing these skills. Coach interviews explored their perspectives on the role of online coaching in the context of SEL development, as well as the advantages and disadvantages of technology-mediated communication. Additionally, data collection included written teacher reflections collected online focused on identifying the teachers' perceptions of SEL skills and providing examples of applying SEL development in classroom teaching and during the online coaching process. Furthermore, eight non-participant classroom observations were conducted to examine the practical application of SEL skills in the teachers' classrooms. The observations focused solely on teacher behaviors, emphasizing behavioral expressions of SEL skills, such as using active listening techniques, open-ended questioning, and conflict resolution strategies. The data were analyzed using thematic analysis and quantitative content analysis, employing the ATLAS.ti software.

The study investigates the impact of online personal coaching on teachers' social-emotional learning (SEL) skills, challenging the Media Naturalness Theory (MNT; Kock, 2005). Contrary to MNT's claim that digital communication is inherently less effective, the findings highlight unique advantages of online coaching, such as accessibility, flexibility, and creating a safe environment for reflection. For example, a teacher noted, "Talking to you from home feels easier than meeting in an office. It helps me be fully present" (Teacher 11). Key insights emerged regarding MNT's five components. Co-location, traditionally viewed as critical, was reframed positively; a teacher stated, "Being in my natural space made me feel more secure" (Teacher 5). Synchronicity and natural speech were effectively maintained, supported by findings from Blau et al. (2017) and Matsumura et al. (2019). While body language transfer was limited, participants developed compensatory strategies. Facial expressions were successfully conveyed, as one coach remarked, "From laughter to tears of excitement, emotions were expressed via Zoom" (Coach 13). Moreover, the online environment fostered unique intimacy and enhanced professional development through tools like digital whiteboards and session recordings. Coaches leveraged the coachees' virtual environments to deepen interactions, aligning with Stoetzel and Shedrow's (2020) insights on digital tools in education. These findings suggest that online coaching is not merely an alternative to face-to-face interaction but a distinct mode of communication with specific advantages. The study calls for an expanded understanding of MNT, recognizing the potential of online platforms to support SEL development and professional growth effectively. This aligns with the evolving needs of educators in a post-pandemic world. The findings call for reexamining assumptions about intimacy and effectiveness in technology-mediated communication in the post-pandemic era. Online coaching, contrary to MNT's (Kock, 2005) claims, fosters intimacy and effective SEL skill development (Blau et al., 2017; Matsumura et al., 2019).

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