ABSTRACT
This study explored the experiences, challenges and coping strategies of teachers on the technical assistance provided by school heads using a qualitative research design. Data were gathered through in-depth responses from selected participants and analyzed thematically to identify key patterns and insights. The findings revealed that technical assistance significantly enhances teachers’ instructional competence, lesson planning, and classroom management through structured guidance, constructive feedback, and supportive leadership. Teachers also emphasized that reflective practice and continuous mentoring contributed to their professional growth, confidence, and instructional effectiveness. The study also identified several challenges, including limited time for coaching and follow-up, heavy workload, resource constraints, and difficulties in adapting feedback to classroom realities. Despite these challenges, teachers demonstrated resilience by employing coping strategies such as openness to feedback, reflective practice, collaboration with colleagues, seeking professional development, and maintaining clear communication and documentation. It is recommended that schools strengthen their coaching and mentoring systems.
Keywords: teachers experiences, technical assistance
INTRODUCTION
School leadership continues to be a significant factor in improving teaching effectiveness and promoting positive student learning outcomes. In recent years, greater emphasis has been placed on the duty of school heads as academic leaders rather than solely as administrators. One of the key responsibilities associated with instructional leadership focuses on supporting teachers through technical help. Technical assistance includes instructional supervision, mentoring, coaching, classroom observation, constructive feedback, and support for professional development. These practices are designed to strengthen teachers’ instructional competencies and improve classroom practices (Hallinger, 2020).
The evolving educational landscape has increased the complexity of teachers’ roles. Teachers are expected to respond to curriculum changes, integrate digital technologies, address diverse learners’ needs, and maintain high standards of accountability. These demands highlight the importance of continuous and relevant technical assistance from school heads. Research indicates that when school leaders actively support teachers through structured technical assistance, teachers are more likely to engage in reflective practice and demonstrate improved instructional performance (Gumus et al., 2021). Effective technical assistance also contributes to a collaborative school culture where teachers feel supported and valued.
Despite its recognized importance, technical assistance practices are not consistently implemented across schools. School heads often face challenges such as heavy administrative workloads, limited time for instructional supervision, and insufficient training in providing instructional support. Consequently, teachers experience technical assistance in varied ways. Some teachers perceive it as helpful and developmental, while others experience it as irregular, inadequate, or focused more on compliance than professional growth. These experiences may influence teachers’ motivation, confidence, and willingness to improve their teaching practices (Liu & Hallinger, 2020).
Understanding teachers’ experiences is essential in evaluating the effectiveness of technical assistance practices. Teachers, as direct recipients of instructional support, offer valuable insights into how school heads’ leadership practices are enacted in real classroom settings. Recent studies emhasize the importance of incorporating teachers’ perspectives to gain a more comprehensive understanding of instructional leadership and its impact on teaching and learning (Nguyen et al., 2022).
The researcher conducted this study to give voice to teachers and address the limited empirical evidence focusing on their experiences and challenges regarding the technical assistance practices of school heads. By examining teachers’ perspectives, the researcher aims to identify both effective practices and existing gaps in technical assistance. The outcomes of this research may benefit school heads refine their leadership approaches, guide the development of targeted leadership training programs, and contribute to building a more supportive and responsive instructional environments that ultimately enhance teaching and learning in schools.
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