Coaching for quality improvement under performance-based contracting: a theory-of-change evaluation in Honduras

Introduction. Practice coaching is increasingly used to strengthen quality improvement (QI) capacity in primary healthcare (PHC) systems in low and middle income countries (LMICs), yet the causal pathways through which it shifts provider behaviour, and the systemic conditions that enable or constrain those pathways, remain under theorised. Using a theory based qualitative evaluation, we examined how and why a practice coaching intervention influenced QI in cervical cancer screening (CCS) and antenatal care (ANC) within Honduras decentralised PHC system during the third phase of the Salud Mesoamerica Initiative (SMI). Methods. We conducted a within case explanatory case study. A programme theory was reconstructed before data collection and iteratively refined against evidence. Data comprised semi structured interviews with 11 midlevel managers, 6 PHC team medical leads, and 2 regional managers, complemented by direct observation and document review. We applied combined deductive and inductive coding, thematic analysis, and pattern matching, and reporting per COREQ. Results. We identified four causal patterns that refined the initial programme theory. Three were activated pathways: (1) novel professional identity among participating managers; (2) collective efficacy and data driven learning, sustained through verifiable progress on observable indicators, strong for CCS but null for ANC, where outcomes were less attributable to teams actions; and (3) relational coordination, psychological safety, and trust, which provided the interpersonal basis for the first two. A fourth, unanticipated pattern showed structural misalignment between coaching enabling, learning based logic and the directive, punitive logic of Honduras performance based contracting environment, confining gains to localised enabling bubbles. Conclusion. Coaching can activate meaningful QI pathways in LMIC primary care, but sustained, equitable impact requires deliberate alignment between coaching learning oriented principles and the institutional performance management architecture, and matching of coaching investment to clinical processes with observable, attributable outcomes.