ABSTRACT
This action research evaluates Project PREACH (Professional Resiliency for Educator’s Advancement towards Career Harness) and its effectiveness in upgrading the instructional competence of beginning and proficient teachers in LEMERY SUB-OFFICE. The study examines the current instructional practices of teachers and explores the role of mentorship, coaching, and peer collaboration in enhancing teaching performance. Using a mixed-methods approach, data were collected through surveys, classroom observations, and focus group discussions with teachers, mentors, and administrators. The results indicate that Project PREACH significantly improved teachers' instructional competence by providing targeted support tailored to their experience levels. Beginning teachers benefitted most from coaching and mentorship, while proficient teachers reported enhanced collaboration and confidence.
Despite the program's strengths, challenges such as time constraints and resource limitations were identified. Recommendations include continuous feedback mechanisms, extending coaching cycles, and offering advanced strategies for proficient teachers. This study highlights the value of structured professional development programs in fostering instructional growth and suggests ways to further enhance Project PREACH for sustainable educational improvement.
Keywords: Instructional competence, Teacher professional development, Mentorship, Coaching
INTRODUCTION
The quality of teaching directly affects student learning outcomes. Therefore, improving teaching skills is important for educational success. Project PREACH, which was implemented in Sinisian Elementary School and throughout Lemery Sub-Office, aimed to boost teaching skills through mentorship, coaching, and peer collaboration.
The program is based on Shulman’s (1986, 1987) theory of pedagogical content knowledge. This theory highlights the need to master both the subject matter and the methods of teaching that cater to different learners. Beginning teachers often face challenges with lesson planning, classroom management, and student engagement, which can hinder their teaching performance (Ingersoll & Strong, 2011). Structured professional development can help overcome these challenges.
Research shows that coaching and mentoring can improve teaching practices. Joyce & Showers (2002) found that professional development programs that include these components lead to notable improvements in teaching strategies. To evaluate such programs, it is essential to measure both changes in teacher practices and their effects on student learning (Guskey, 2000).
This study aims to assess the role of Project PREACH in improving teaching skills, identify its strengths and challenges, and suggest recommendations for ongoing improvement.
Research Questions
The study sought to answer the following:
1. What is the current instructional competence of beginning and proficient teachers in Lemery Sub-Office?
2. How has Project PREACH contributed to the improvement of teachers' instructional competence?
3. What are the challenges and strengths observed during the implementation of Project PREACH?
4. Based on the findings of the study, what recommendations can be offered to enhance the instructional supervision, coaching, and mentoring processes in Lemery Sub-Officeto further uplift teacher competence?
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