Coaching for change : the role of coaching as a teacher development intervention

The study focused on the role played by educational psychologists in coaching as a teacher development intervention, examining the application of educational coaching to enhance instructional practices and learner performance. Purposive sampling was applied in selecting participants engaging in coaching processes directly; this ensured that data collection was derived from persons with relevant and practical experiences, including educational psychologists, teachers, subject advisors, and school principals. The primary data sources were semi-structured interviews and focus groups. The sample size comprised 30 participants and 4 focus groups. The data was analysed through a theme-analysis process, one of the methodological processes of identifying repeated patterns and themes. It provided the ground for the findings within the participants' own experiences while ensuring the questions posed by the research questions were adequately addressed by the study.