The role of educational psychologists in coaching as a teacher development intervention

Abstract

This study explored the role of educational coaching as a professional development intervention for teachers in South Africa, with a focus on the contributions of educational psychologists in Gauteng. While educational coaching has gained global traction for enhancing teacher development and learner outcomes (Lofthouse et al., 2010), South Africa lacks a consistent implementation framework, highlighting a critical research gap. Traditional CPD methods, such as workshops and courses, have proven limited, prompting interest in coaching and mentoring. The Quality Management System (QMS) supports the need for improved teaching, but its success is hindered by implementation challenges, emphasising the need for innovative approaches. Drawing on frameworks such as Van Nieuwerburgh and Barr’s Global Framework for Coaching in Education (2017) and Desimone’s Theory of Action for Teaching Coaching (2009), the study examined how educational psychologists identify teacher needs and design tailored interventions. Four key questions guided the research, focusing on coaching opportunities, teacher perceptions, strategies used, and influencing factors. A qualitative phenomenological approach with an explanatory case study design was adopted, using semi-structured interviews and focus groups with 30 purposively selected participants—including educational psychologists, teachers, principals, and subject advisors—who had relevant coaching experience. Thematic analysis revealed that educational psychologists fulfil a multifaceted role in teacher development. They conduct needs assessments, design personalised interventions, facilitate collaboration, and offer ongoing support. The findings show that structured coaching significantly enhances teacher self-efficacy, autonomy, and instructional competence, aligning with psychological principles and coaching models. These improvements contribute to better classroom management, motivation, and learner outcomes. The study has both theoretical and practical implications. Theoretically, it deepens understanding of the psychological foundations of coaching. Practically, it urges educational leaders to integrate educational psychologists into professional development frameworks to foster sustainable improvements in teaching quality. While highlighting positive outcomes, the study also notes challenges such as limited resources and resistance to change. To address these, it recommends holistic coaching strategies that position educational psychologists as key contributors to teacher development. Ultimately, the research underscores the value of educational coaching in South Africa and the pivotal role of educational psychologists in driving effective, context-specific interventions.