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The role of educational psychologists in coaching as a teacher development intervention
Thesis (PhD (Educational Psychology))--University of Pretoria, 2025.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2025
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| _version_ | 1867613479327760384 |
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| access_status_str | Open Access |
| author2 | Finestone, Michelle |
| author_browse | Finestone, Michelle |
| author_facet | Finestone, Michelle |
| collection | Thesis |
| dc_rights_str_mv | © 2024 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Thesis (PhD (Educational Psychology))--University of Pretoria, 2025. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/103192 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:36:48.172Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2025 |
| publishDateRange | 2025 |
| publishDateSort | 2025 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/103192 The role of educational psychologists in coaching as a teacher development intervention Finestone, Michelle Eleanormk28@gmail.com Mathole-Khiba, Eleanor Phokwane UCTD Sustainable Development Goals (SDGs) Coaching Educational coaching Instructional coaching Educational psychology Teacher development Thesis (PhD (Educational Psychology))--University of Pretoria, 2025. 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. Educational Psychology PhD (Educational Psychology) Unrestricted Faculty of Education SDG-04: Quality Education 2025-07-04T13:15:22Z 2025-07-04T13:15:22Z 2025-09 2025-03 Thesis * S2025 http://hdl.handle.net/2263/103192 DOI: https://doi.org/10.25403/UPresearchdata.29480081.v1 https://doi.org/10.25403/UPresearchdata.29480081 en © 2024 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | UCTD Sustainable Development Goals (SDGs) Coaching Educational coaching Instructional coaching Educational psychology Teacher development The role of educational psychologists in coaching as a teacher development intervention |
| title | The role of educational psychologists in coaching as a teacher development intervention |
| title_full | The role of educational psychologists in coaching as a teacher development intervention |
| title_fullStr | The role of educational psychologists in coaching as a teacher development intervention |
| title_full_unstemmed | The role of educational psychologists in coaching as a teacher development intervention |
| title_short | The role of educational psychologists in coaching as a teacher development intervention |
| title_sort | role of educational psychologists in coaching as a teacher development intervention |
| topic | UCTD Sustainable Development Goals (SDGs) Coaching Educational coaching Instructional coaching Educational psychology Teacher development |
| url | http://hdl.handle.net/2263/103192 https://doi.org/10.25403/UPresearchdata.29480081 |