Abstract
This qualitative study explored the experiences of intermediate phase teachers collaborating with educational psychologists during report feedback sessions in Johannesburg, South Africa.
Employing a phenomenological design rooted in Vygotsky's social constructivism, we investigated the complexities of teacher-psychologist collaboration. Through purposive sampling, nine teachers from private schools participated in open-ended questionnaires, semi-structured interviews, and a focus group discussion. Thematic analysis revealed that technical jargon in psychoeducational reports and feedback meetings often created barriers, while power imbalances and fragmented collaboration hindered effective partnership. However, teachers valued collaboration that fostered understanding, informed practical recommendations, and prioritised the child's needs. Trust, mutual respect, and role clarity emerged as crucial for successful collaboration.
Research looking specifically at teacher-educational psychologist collaboration during report feedback is limited internationally, and within the South African context is similarly underexplored This study underscores the importance of ongoing, child-centred collaboration between teachers and educational psychologists to optimize learner support outcomes and promote inclusive education.