ABSTRACT
This study investigated the mentoring and coaching practices and challenges of purposively chosen nine school heads as bases of an intervention program in the Schools Division of Iloilo (SDO-Iloilo). Data were collected through a validated interview guide, and the responses were examined using thematic analysis. The results showed that school heads use organized classroom observations, reflective post-conferences, individualized coaching, and cooperative activities like peer mentoring and lesson studies. Teacher reluctance, time restraints, hard workloads, and insufficient resources are among the difficulties noted. Developing rapport and trust, managing time well, looking for outside assistance, differentiated coaching, acknowledgment, and teamwork were all coping mechanisms. An intervention program was created that incorporates structured mentoring, individualized coaching, peer collaboration, ICT training, growth-oriented feedback, and recognition mechanisms promoting ongoing professional development and enhance teaching and learning outcomes.
Keywords: mentoring practices, coaching practices, school heads, challenges, coping strategies, relational leadership
INTRODUCTION
School heads hold a vital role in mentoring and coaching teachers. As instructional facilitators, they are responsible for fostering professional development and addressing the unique challenges that arise across diverse learning environments. In order to assist teachers' professional development, the Philippine Department of Education has highlighted the significance of instructional leadership (DepEd Order No. 42, s. 2017). School administrators must prioritize mentoring and coaching as key strategies for achieving teacher excellence and enhancing student performance (DepEd Memorandum No. 173, s. 2019).
Research indicates that there are still gaps in the application, efficacy, and sustainability of mentoring and coaching, despite their acknowledged significance. To standardize and enhance instructional coaching and mentoring, school heads and master teachers should be provided with resources such as handbooks. Although these resources are useful tools, they frequently overlook the contextual difficulties and school heads' preparedness to successfully apply these techniques (Palacio & Digo, 2024).
Inconsistencies in the way these procedures are carried out across schools have been identified through mentoring and coaching on teacher performance. Time restrictions, insufficient training for school administrators, and differing degrees of teacher receptiveness are some of the factors that are still ignored (Corcega & Ching, 2024). According to DepEd Order No. 32, s. 2010, school heads should be skilled in both instruction and human resource management.
Culajara and Culajara (2024) promoted improved programs that take into account the unique requirements of teachers and school organizational cultures. Their emphasis on the procedures themselves provided little insight into the difficulties school heads encounter while putting these programs into action. Go and Eslabon (2024) highlighted school heads’ commitment to coaching and mentoring while noting that they often lack the resources, training, and support needed to meet the complex demands of their role.
To assist school heads in their roles as instructional leaders, the DepEd has implemented various initiatives (DepEd Order No. 24, s. 2020). Through focused professional development programs, these efforts seek to close capacity-building gaps. Much remains to be understood about the specific challenges school administrators encounter in implementing coaching and mentoring programs. Limited attention has been given to how these challenges could inform the development and implementation of effective intervention programs to support school heads in their coaching and mentoring responsibilities.
This study aimed to address these gaps by examining school heads’ mentoring and coaching practices, identifying the challenges they encounter, and using the findings to inform the development of a comprehensive intervention program.
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