Coaching and Mentoring Practices in School Context: Basis for Enhanced Coaching and Mentoring Program
Keywords:
Coaching, Master teacher, Mentoring, Policy inputs, Professional developmentAbstract
Coaching and mentoring are essential components in both personal and professional growth. It provides guidance, support, and knowledge to attain the teachers’ full potential as well as to accomplish and attain the curriculum goals. The study used a qualitative research design employing phenomenological approach in a secondary public school in the Philippines using Focus Group Discussion (FGD) to acquire an in-depth understanding on the coaching and mentoring practices. Participation in FGDs was by eight (8) master teachers also known as “Highly Proficient Teachers”. The FGDs aimed to explore and analyze the positive effects of coaching and mentoring, assisting teachers’ in enhancing instructional competencies and to formulate inputs toward coaching and mentoring. An interview guide was used in the study to acquire an in-depth understanding on the coaching and mentoring practices. Based on the responses, themes emerged: Knowledge Transfer, Strengthening Teachers Capabilities, Positive Organizational Culture, Individual Support, Feedback and Reflection, Peer Learning. Through these themes, the researcher aims to provide inputs to policy formulation in the school-based coaching and mentoring practices. Coaching and mentoring allowed the growth and enhancement of teacher instructional competencies. Thus, coaching and mentoring emphasize the value of strengthening and producing a positive organizational culture as well as the development of skills and competencies.
References
Akkuzu, N. (2014). The role of different types of feedback in the reciprocal interaction of teaching performance and self-efficacy belief. Australian Journal of Teacher Education, 39(3). 36-66.
Ali, Z. B. M., Wahi, W., & Yamat, H. (2018). A review of teacher coaching and mentoring approach. International Journal of Academic Research in Business & Social Sciences, 8(8). 2222-6990.
Aljadeff-Abergel, E., Peterson, S., Wiskirchen, R. R., Hagen, K. K., & Cole, M. L. (2017). Evaluating the Temporal Location of Feedback: Providing Feedback Following Performance vs. Prior to Performance. Journal of Organizational Behavior Management, 37(2), 171–195.
Ancho, I. V., & Park, S. (2013). School Violence in the Philippines: A Study on Programs and Policies. Advanced Science and Technology Letters. 36(Education 2013), 27-31.
Apriliyanti, D. L. (2020). Enhancing Teachers’ Competencies through Professional Development Program: Challenges and Benefactions. Acuity: Journal of English Language Pedagogy, Literature and Culture, 5(1), 28–38.
Argote, L., & Fahrenkopf, E. (2016). Knowledge transfer in organizations: The roles of members, tasks, tools, and networks. Organizational Behavior and Human Decision Processes, 136, 146–159.
Arifin, H. M. (2015). The influence of competence, motivation, and organisational culture to high school teacher job satisfaction and performance. International Education Studies, 8(1), 38-45.
Bach, A., Böhnke, A., & Thiel, F. (2020). Improving instructional competencies through individualized staff development and teacher collaboration in German schools. International Journal of Educational Management, 34(8), 1289–1302.
Brondyk, S., & Searby, L. (2013). Best practices in mentoring: complexities and possibilities. International Journal of Mentoring and Coaching in Education, 2(3), 189–203.
Burke, C., Grosvenor, I., & Norlin, B. (2014). Engaging with educational space: Visualizing spaces of teaching and learning. Institutionen för idé-och samhällsstudier. Umeå : Print & Media, Umeå University.
Bush, T., Glover, D., Ng, A. Y. M., & Romero, M. (2016). Master teachers as teacher leaders: evidence from Malaysia and the Philippines. Maria Kaparou’s Lab, 43(2), 19-40.
Campbell, R., Goodman-Williams, R., Feeney, H., & Fehler-Cabral, G. (2018). Assessing triangulation across methodologies, methods, and stakeholder groups: the joys, woes, and politics of interpreting convergent and divergent data. American Journal of Evaluation/the American Journal of Evaluation, 41(1), 125–144.
Cote, M. J. (2014). Elements for an effective model of family with family consociation to mobilize Missional families at Zion Church of Millersville, PA. Regent University.
Culajara, C. J. (2023). Improving teachers’ professional development through School Learning Action Cell (SLAC). Journal of Research, Policy & Practice of Teachers & Teacher Education, 13(1), 76–88.
Dunst, C. J., Annas, K., Wilkie, H., & Hamby, D. W. (2019). Review of the effects of technical assistance on program, organization and system change. International Journal of Evaluation and Research in Education, 8(2), 330.
Fang, J., Chang, S., Hwang, G., & Yang, G. (2021). An online collaborative peer-assessment approach to strengthening pre-service teachers’ digital content development competence and higher-order thinking tendency. Educational Technology Research and Development, 69(2), 1155–1181.
Garvey, B., Stokes, P., Megginson, D., & Kullar, E. (2018). Coaching and Mentoring: Theory and Practice (3rd edition). The Coaching Psychologist, 14(2), 124–125.
Gul, T., Demir, K., & Criswell, B. (2019). Constructing Teacher Leadership through Mentoring: Functionality of mentoring practices in evolving teacher leadership. Journal of Science Teacher Education, 30(3), 209–228.
Harsh, S. (2018). Building Capacity in Order to Strengthen Teaching and Learning. The Wiley Handbook of Teaching and Learning.
Herrera, F. T., & Velasco, A. S. (2023). A path model of the research productivity and instructional performance of secondary school master teachers in Caraga Region, Philippines. International Journal of Membrane Science and Technology, 10(2), 1095–1119.
Jocson, J., V., Lampos, M. I. D., Gonong, G. O., Pegg, J., & Hardy, J. (2019, September 1). Supporting Beginning Teachers: a coaching and mentoring module for DEPED supervisors of experiential learning students. Manila: Research UNE.
Katz, J., & Wandersman, A. (2016). Technical Assistance to Enhance Prevention Capacity: A Research Synthesis of the Evidence Base. Prevention Science, 17(4), 417–428.
Klimova, B. F., & Kacetl, J. (2015). Hybrid learning and its current role in the teaching of foreign languages. Procedia-Social and Behavioral Sciences, 182, 477-481.
Kumari, V. (2014). Constructivist Approach to Teacher Education: An Integrative model for Reflective teaching. I-manager’s Journal of Educational Psychology, 7(4), 31–40.
Liu, L., & Ying, Z. (2014). Enhancing Teachers’ Professional Development through Reflective Teaching. Theory and Practice in Language Studies, 4(11), 2396-2401.
Louiesito Jr, A., Serrano, E. S., & Serrano, R. A. (2023). Master Teachers and Department Heads as Science Instructional Leaders: A Case Study on Their Role as Instructional Programme Managers. SEAQIS Journal of Science Education (SciEd), 3(1), 27-34.
Mallillin, L. L. D., Carag, E. A., Mallillin, J. B., & Laurel, R. D. (2020). INTEGRATION OF KNOWLEDGE THROUGH ONLINE CLASSES IN THE LEARNING ENHANCEMENT OF STUDENTS. European Journal of Open Education and E- Learning Studies, 5(1), 19-34.
Megginson, D. (2016). Techniques for coaching and mentoring. London: Routledge.
Moore, T. J., Glancy, A. W., Tank, K. M., Kersten, J. A., Smith, K. A., & Stohlmann, M. (2014). A framework for Quality K-12 Engineering Education: Research and development. Journal of Pre-College Engineering Education Research, 4(1), 1-13.
Murphy, D. L., & Ermeling, B. A. (2016). Feedback on reflection: comparing rating-scale and forced-choice formats for measuring and facilitating teacher team reflective practice. Reflective Practice, 17(3), 317–333.
Onyumba, T., Wilson, K., Derrick, C. J., & Mukherjee, N. (2018). The use of focus group discussion methodology: Insights from two decades of application in conservation. Methods in Ecology and Evolution, 9(1), 20–32.
Pieper, M., Roelle, J., Hofe, R. V., Salle, A., & Berthold, K. (2020). Feedback in reflective journals fosters reflection skills of student teachers. Psychology Learning & Teaching, 20(1), 107–127.
Rhodes, C., & Fletcher, S. (2013). Coaching and mentoring for self‐efficacious leadership in schools. International Journal of Mentoring and Coaching in Education, 2(1), 47–63.
Richardson, R., Kalvaitis, D., & Delparte, D. (2013). Using systematic feedback and reflection to improve adventure education teaching skills. Journal of Experiential Education, 37(2), 187–206.
Serrat, O. (2017). Coaching and mentoring. Singapore: Springer.
Smaill, E. (2020). Using involvement in moderation to strengthen teachers’ assessment for learning capability. Assessment in Education: Principles, Policy & Practice, 27(5), 522–543.
Smardon, D., & Charteris, J. (2014). Strengthening teacher co-leadership through professional inquiry. Journal of Educational Leadership, Policy and Practice, 29(2), 73.
Stanulis, R. N., Wexler, L. J., Pylman, S., Guenther, A., Farver, S., Ward, A., Croel-Perrien, A., & White, K. (2018). Mentoring as more than “Cheerleading”: Looking at educative mentoring practices through mentors’ eyes. Journal of Teacher Education, 70(5), 567–580.
Stasewitsch, E., Barthauer, L., & Kauffeld, S. (2022). Knowledge transfer in a Two-Mode network between higher education teachers and their innovative teaching projects. Journal of Learning Analytics, 9(1), 93–110.
Stoeger, H., Heilemann, M., Debatin, T., Hopp, M. D. S., Schirner, S., & Ziegler, A. (2020). Nine years of online mentoring for secondary school girls in STEM: an empirical comparison of three mentoring formats. Annals of the New York Academy of Sciences, 1483(1), 153–173.
Tadeo, R. A., Basilio, M. B., Manuel, M. M., & Bueno, D. C. (2019). Faculty as Accreditation KRA (Key Result Area): Analytic of Sustainable and Quality Graduate Education. IMRaD Journal, 2, 45-52.
Tupas, F.P., & Matsuura, T. (2019). Moving Forward in STEM Education, Challenges and Innovations in Senior High School in the Philippines: The Case of Northern Iloilo Polytechnic State College. Journal Pendidikan IPA Indonesia, 8(3), 407-416.
Wessels, F. (2015). The critical role of relationship in education. HTS: Theological Studies, 71(3), 1-8.
Wong, A. M. (2019). Driving Forces of Master Teachers’ Research Capability: Towards Building a Research Culture in the Division of Romblon, Philippines. International Journal of Advanced Research and Publications, 3(7), 92-97.
Zulfikar, T., & Mujiburrahman, M. (2017). Understanding own teaching: becoming reflective teachers through reflective journals. Reflective Practice, 19(1), 1–13.
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
1 All articles will undergo a formal peer-review. A panel of experts from within or without the university will examine the article; approval from a minimum of two experts is required for publication. Revisions posed by the experts must be completed by the research prior to publication.
2 Once published in the ASEAN Journal of Education, the article becomes intellectual property of Suan Dusit University. Duplication, in full or part, requires permission from Suan Dusit University.
3 Excluding errors incurred during printing, author(s) are responsible for the content of their articles.
