Coaching and Mentoring among Teachers to Improve Teaching Strategies in Mahabang Dahilig Elementary School

Abstract

INTRODUCTION

This study aims to determine the impact of coaching and mentoring among teachers as methods for enhancing their teaching strategies and improving the academic performance of the pupils. It also seeks to know the profile of the teachers, the teaching strategies used by the teachers, and their perception of coaching and mentoring by the school head.

METHODS

The researcher used the descriptive method of research in education. In the collection of data, the survey type was utilized. Questionnaires were used as the main data gathering instruments, supported by the researcher's oral interview. The respondents were the eight (8) teachers of Mahabang Dahilig Elementary School from Kindergarten to Grade VI.

RESULTS

The profile of the teachers in Mahabang Dahilig Elementary School has an effect on improving their teaching strategies and performances. All of them are married and the greatest number of teachers fall on ages 20-30. The largest group of teachers belong to the youngest years of teaching with experience. Out of 8 teachers, 5 of them are Teacher I, 2 are Teacher II, and only one is Teacher III. Among the strategies being applied by the teacher, Pedagogical Approach and Contextualization and Localization Approach topped in the list. The teachers had a positive perception of the principal's activities related to coaching and mentoring.

DISCUSSIONS

The results revealed that there is a need for coaching and mentoring to improve teachers' teaching strategies. The findings led the researcher to intensify mentoring and coaching activities to enhance the teaching competencies of the teachers. They could use different approaches that would fit the diverse learners. Teachers perceived positively the strategies they learned from the mentoring and coaching of the principal.