The purpose of this study is to analyze 14 articles on teacher coaching competence published in Korea from 2013 to 2023 through a scoping review and to explore future research directions based on the findings. For this purpose, the general characteristics of the studies on teacher coaching competencies (publication type, yearly distribution, research methods, research topics, research subjects, research regions, and number of participants) and keywords appearing in the research titles were analyzed. The main findings are as follows. First, research on teacher coaching competencies began in 2013, and the volume of research increased, with four articles published in 2023 compared to 0-2 in previous years. Second, all but one of the experimental studies were quantitative in nature, with the majority (71.4%) being correlational studies between teacher coaching competencies and various other factors. Third, the subjects of the studies were early childhood teachers (4 studies), nursery teachers (4 studies), infant teachers (3 studies), primary and secondary teachers (2 studies), and elementary teachers (1 study). Last, the 22 words (keywords) in the titles of each study were grouped into eight categories by the researcher: teacher-student interaction, teacher professional background factors, efficacy, educational environment and resources, teacher coaching competence scale, professionalism, pedagogical methods, teacher coaching competence improvement programmes, and effectiveness. These findings can be used as a basis for improving teachers' coaching competence and contribute to suggesting future research directions.