Coaching and Mentoring in Teacher Professional Development: A Systematic Analysis of Practices in Moroccan Primary Schools
DOI:
https://doi.org/10.65150/EP-jsshrs/V2E4/2026-11Keywords:
teacher professional development, coaching, mentoring, primary education, Morocco, instructional coaches, CRMEFAbstract
Concerns regarding the best course of action for teachers' ongoing training have been brought up by the increased emphasis on teacher professional development (TPD) and its contribution to enhancing both teacher knowledge and teaching techniques. According to these fields, research coaching and mentoring have become increasingly crucial in creating long-lasting and successful teacher preparation programs. Longer-term TPD programs with embedded instructional coaches are showing promising results in terms of improving teachers' content knowledge and proficiency. Ongoing research in the area is still equivocal though about whether these programs have a commensurate effect on student achievement. Considering current research, this paper conducts a systematic analysis of Moroccan primary schools to investigate TPD and coaching practices. This article synthesizes the most recent research on coaching and mentoring in the Moroccan education system drawing on empirical data from Moroccan educational contexts such as assessments of the Regional Centers for Education and Training Professions (CRMEF) and the newly formed 'Pioneer Schools' initiative. The analysis shows significant differences between what is expected of teachers in theory and classroom realities; this may be of relevance in future research directions and policy formation.
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Copyright (c) 2026 Oussama Boukhari (Author)
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