ABSTRACT
This action research aimed to utilize the feedback from proficient teachers of Lemery Pilot Elementary School as regards the conduct of coaching and mentoring to improve their performance through innovative activities. It sought the current coaching and mentoring practices used in the school. Likewise, it sought for the areas for improvement in the coaching and mentoring program or activities in the school. Moreover, the course of action with new strategies which can be implemented to enhance teacher effectiveness and engagement were also asked. The descriptive method of research was used with the researcher-made questionnaire as the main data gathering instrument. The respondents were 71 proficient teachers of Lemery Pilot Elementary School chosen using the purposive sampling technique. Results revealed that the proficient teacher shad their own preferences when it came to the practice which meant that they had their own weaknesses to strengthen. The proficient teachers had been aware of areas of improvement in the coaching and mentoring program and focused on exploring them. Finally, the teachers had their sights on the courses of action to new strategies which can be implemented to enhance teacher effectiveness and engagement. It was recommended that the areas of improvement for proficient teachers must be explored according to their needs. The courses of action to new strategies can be enhanced for teacher effectiveness and engagement. Lastly, the teachers’ own preferences of practice which signal their own weaknesses has to be strengthened.
Keywords: coaching and mentoring, strategies, proficient teachers
I. CONTEXT AND RATIONALE
In the ever-evolving landscape of education, instructional leadership plays a pivotal role in shaping the quality of teaching and learning experiences within schools. School heads as the administrator of the school and master teachers, recognized for their exemplary classroom expertise, are well-positioned to serve as leaders in this context, providing valuable guidance and support to other teachers.
Human resources, being the heart and soul of an organization, play a key role in developing, reinforcing, and changing the culture of an organization. With this in mind, the human resources need to be continuously upskilled using multi-pronged approach and are in need of consistent nurturing to remain competitive and relevant amidst the ever-dynamic and highly competitive world. The Human Resource Development Division (HRDD) of the Department of Education Regional Office is mandated to ensure that the region has competent personnel through the development and implementation of a strategic Human Resource Development (HRD) plan and programs including the delivery of quality and sustainable HRD services. This includes the conduct of Coaching and Mentoring in the Workplace which ultimately planned to upskill instructional leaders for them to be more adept in giving technical and professional assistance to their teacher (NEAP, 2022).
The goal to come up with appropriate and innovative strategies in coaching is anchored to one of the four critical components underscored in the MATATAG Reform Agenda, G or Give support to teachers to teach better which will help to address challenges in education particularly on teachers.
Mentoring is a relationship between an experienced and a novice teacher, where the mentor provides guidance, feedback, and encouragement to the mentee. Mentoring can help teachers develop their confidence,
On the other hand, coaching is a process of facilitating the learning and development of a teacher through focused conversations, observations, and feedback.
There are key themes regarding instructional coaching and mentoring practices namely building trust, understanding individual needs, targeted classroom observation and feedback, collaborative planning and curriculum enhancement, reflective practice and self-assessment, and comprehensive guidance and support (Palacio and Digo, 2022).
Reflection is a key skill for teachers, as it allows them to examine their beliefs, assumptions, and actions, and identify their strengths and areas for improvement. Mentoring and coaching can help teachers reflect by providing them with a safe and trusting space to share their experiences, challenges, and successes, and receive constructive feedback and suggestions. Mentoring and coaching can also help teachers reflect by asking them open-ended questions.
Growth is a desired outcome for teachers, as it means that they are enhancing their knowledge, skills, and attitudes, and adapting to the changing needs and demands of their students, curriculum, and context. Mentoring and coaching can help teachers grow by providing them with opportunities to learn from others, access resources and information, and apply new ideas and strategies in their practice. Mentoring and coaching can also help teachers grow by supporting them to set realistic and achievable goals, monitor their progress, and celebrate their achievements.
In the Philippines, school heads and master teachers are expected to provide support and mentoring to colleagues in their professional development. Working collaboratively with them to enhance the potential for learning and teaching practices of their colleagues. However, for instructional leadership practices to truly thrive among master teachers, it is essential to enhance their instructional coaching and mentoring practices. MECS Order No. 10, s. 1979, also known as “Implementing Rules and Regulations for the System of Career Progression for Public School Teachers in the Philippines” established the framework for the career progression of public school teachers in the country. It provides guidelines for the ranking and appointment of master teachers. Specifically, it outlines the criteria and procedures for advancing in the teaching profession. Furthermore, DECS Order No. 57 s. 1997 serves as the appropriate guidelines for ranking and appointment of master teachers. It ensures consistency and fairness in the career progression system for educators.
As regards the progress of the system, in 2015 upon the establishment of the Results-Based Performance Management System (RPMS), it is clearly emphasized on its cycle framework particularly in Phase II which is the Performance Monitoring and Coaching that there is a need for coaching and mentoring in the workplace so that teachers will be able to attain improvement at the end of the rating period.
These orders play a crucial role in shaping the professional growth of teachers, fostering excellence, and maintaining standards within the education sector.
Thus, school heads need to improve their skills and provide effective programs in terms of professional support to other teachers. Meanwhile, master teachers should demonstrate excellence in teaching as well as improve the teaching performance of their colleagues through coaching and mentoring.
Despite having initiatives from the school heads and master teachers, the current coaching and mentoring strategies may not fully leverage their potential, leading to stagnation in professional growth and learning outcomes.
Lemery Pilot Elementary School has 2394 pupils enrolled as of School Year 2023-2024, with 71 proficient teachers tending to them. The researchers as the school head and district supervisor aimed to determine any feedback from the teachers as regards the conduct of coaching and mentoring to improve their performance through innovative activities. To be able to do this, the current coaching and mentoring practices used in the school have to be divulged as well as the areas for improvement to be able to formulate a course of action with new strategies to enhance teacher effectiveness and engagement.
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