This study investigates ways to improve the quality of higher education in Ukraine through coaching. The psychological aspects of self-development and professional self-realization of teachers through coaching were examined: motivation factors, emotional intelligence, reflection, and self-awareness were analyzed as integral components of coaching. Empirical research was conducted through semi-structured interviews with 37 participants. The study reviewed the most common coaching approaches (including traditional coaching using the GROW model, transformational, systemic, competence-based, generative, and existential coaching), identified three areas for implementing coaching in Ukraine's higher education system, and outlined five critical areas of requests (somatic-behavioral, emotional-volitional, mental-cognitive, socio-creative, and existential-spiritual spheres) related to the professional self-realization of university teachers in Ukraine. The results indicated the high effectiveness of coaching for personal self-development and professional self-realization of university teachers, suggesting that coaching indirectly impacts the overall quality of higher education. The correlation between coaching and talent management systems is traced, and the ADKAR model and specific coach culture cycles are recommended for implementing effective coaching in Ukrainian HEIs.