Transformational Coaching

The present discussion is based on the meta-analysis by Loumakou, Anstasiou, Dermatis et al. (2026), which synthesises evidence from 35 peer-reviewed studies on transformational coaching across diverse professional contexts. The findings provide an integrated understanding of how transformational coaching operates and the mechanisms that underpin its effectiveness.

Transformational coaching adopts a holistic perspective, considering both individual characteristics and the professional environment. Its aim is to facilitate lasting changes in behaviour and thinking by addressing underlying beliefs, assumptions, and habitual patterns, rather than focusing solely on surface-level skills (Smith et al., 2023). Grounded in transformative learning theory, this approach encourages individuals to critically reflect on their existing frames of reference, enabling more flexible and complex ways of understanding and responding to situations (Peters & Göhlich, 2024). The integration of transformational coaching with behaviour change theories further strengthens its impact, as it combines reflective insight with structured strategies for action, aligning personal values with professional demands (Mezirow, 1997; Prochaska et al., 2008).

A central finding across the reviewed studies is the role of reflective and critical thinking as key mechanisms of change (Loumakou et al., 2026). Reflection and structured questioning are consistently described as processes that help individuals identify assumptions, reconsider perspectives, and develop more informed judgement. These processes are closely linked to shifts in self-perception and identity, supporting individuals in developing greater ownership and accountability within their professional roles (Watts et al., 2022). In addition, coaching facilitates change by addressing resistance and enabling the practical application of new strategies, thereby improving professional outcomes across contexts (Ghorbani et al., 2023). It also promotes personal growth and innovation by encouraging individuals to engage in reflective thinking and continuous development (Rothwell, 2023).

The effectiveness of transformational coaching is evident across multiple domains. In healthcare, it contributes to improved empathy and patient outcomes; in education, it supports adaptive teaching practices (Lofthouse, 2019); in leadership, it enables individuals to navigate complex organisational environments and foster innovation; and in sport, it enhances performance through increased psychological resilience (Jowett & Shanmugam, 2016). Despite contextual differences, these applications share common processes such as reflection, value alignment, and personal development.

Furthermore, the meta-analysis highlights the value of group-based coaching formats, which create opportunities for shared reflection, feedback, and collaborative problem-solving (Loumakou et al., 2026). These approaches strengthen learning by promoting cooperation, shared responsibility, and sustained engagement. Coaching also contributes to organisational change when leaders critically evaluate their practices, communicate effectively, and align development goals with contextual demands, linking individual reflection to broader systemic impact.

In addition to performance outcomes, coaching has been shown to support mental health and well-being. Evidence suggests that coaching-based interventions reduce psychological distress while enhancing self-awareness, insight, and self-esteem, with workplace studies indicating improved return-to-work outcomes linked to reduced anxiety and depression (Loumakou et al., 2026).

Overall, transformational coaching can be understood as a cross-context intervention whose effectiveness lies in the interaction between core mechanisms—such as reflection, accountability, and learning through practice—and the specific context in which it is applied. By maintaining these key processes while adapting to different environments, transformational coaching supports both behavioural change and deeper shifts in perspective, identity, and professional practice.

References:

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Ghorbani, A., Mohammadi, N., Rooddehghan, Z., Bakhshi, F., & Nasrabadi, A. N. (2023). Transformational leadership in development of transformative education in nursing: A qualitative study. BMC Nursing, 22(1), 17.

Jowett, S., & Shanmugam, V. (2016). Relational coaching in sport: Its psychological underpinnings and practical effectiveness. In Routledge international handbook of sport psychology (pp. 471–484). Routledge.

Lofthouse, R. (2019). Coaching in education: A professional development process in formation. Professional Development in Education, 45(1), 33–45.

Loumakou, M., Anstasiou, A., Dermatis, Z., et al. (2026). Global perspectives on transformative coaching: A meta-synthesis of practices and outcomes across diverse fields. Journal of the Knowledge Economy, 17, 5758–5790. https://doi.org/10.1007/s13132-026-03218-w

Mezirow, J. (2015). Transformative learning. In Challenging educational theories (p. 319).

Peters, B., & Göhlich, M. (2024). Transformative learning through group coaching. Journal of Transformative Education, 22(2), 157–179.

Rothwell, W. J. (2023). Transformational coaching and organization development. In Transformational coaching for effective leadership (pp. 61–71). Productivity Press.

Smith, K., Burns, C., Burns, C., O’Neill, C., Duggan, J. D., Winkelman, N., Wilkie, M., & Coughlan, E. K. (2023). How to coach: A review of theoretical approaches for the development of a novel coach education framework. International Journal of Sports Science & Coaching, 18(2), 594–608.

Watts, G., McDermott, P., & Kolo, S. (2023). Framing the barriers to construction industry transformation. Built Environment Project and Asset Management, 13(1), 185–199.