Purpose: Coaching for teachers has evolved as a form of professional development. The benefits of such interventions have been examined with regard to student, teacher and school outcomes, but the purpose of this paper is to present an investigation relating to the benefits of instructional coaching (Knight, 2006) to teachers as perceived by the teachers themselves. Design/methodology/approach: The study utilises a subjectivist approach with a constructivist paradigmatic stance (Morgan and Burrell, 1985). Eleven semi-structured, face-to-face interviews were conducted (King, 2019) with teachers at a secondary (high) school in the UK. The data were interpreted and analysed using thematic analysis (Braun and Clark, 2006). Findings: The research suggests the following four benefits to the teachers who participated in the study, which aligned well with the literature review: improved relationships, awareness, reflectiveness and enhanced practice. A fifth perceived benefit reported by the participants was positive attitude, which captured a sense of increased confidence, motivation and positivity. Research limitations/implications: Findings were based on the self-reported data of a small sample. Therefore it is not possible to generalise the findings but Thematic Analysis was used to understand perceptions and insights in a wider context (Ritchie and Lewis, 2003). This research builds on the literature focusing on perceived benefits to teachers. Findings generally support current theoretical understanding. The results of this exploration of the teacher perception of benefits of instructional coaching in one UK school contributes to the emerging literature about the benefits of coaching. The teacher perceived benefit of positive attitude does not appear to be identified in the literature. Practical implications: In practice, this study raised awareness of the possible benefits of coaching to educators. The authors recommend that educators, policymakers and educational leaders should further explore the potential benefits of coaching in education settings. Utilising teacher perception, the study further confirms coaching to be a useful way of supporting educators to enhance their practice. Originality/value: This paper fulfils an identified need to gain a better understanding of teacher-perceived benefits of coaching. This understanding will support school leaders and policymakers who may be considering how to best leverage coaching in educational settings.