Coaching and Mentoring in Marilog District: Accounts of Elementary Teachers

Abstract

This phenomenological inquiry explored the experiences of teachers in coaching and mentoring at Marilog District, Division of Davao City. This also investigated their coping mechanisms from the challenges they encountered, and their insights drawn from the findings of this study. In exploring the experiences of the ten participants, I employed the qualitative – phenomenological study of which primary instrument of data gathering was through in- depth interview. Major findings revealed that on the experiences of teachers in coaching and mentoring namely professional growth and development, building supportive professional relationships, and enhancing student learning and success. Further, on their coping mechanisms from the challenges in coaching and mentoring, the following three themes emerged: resilience and adaptability, effective communication and relationship building, and professional development and self-care. Finally, on the insights of teachers in coaching and mentoring which can be shared to others, the following three themes emerged: impact on instructional practices, personal and professional growth, and collaborative and supportive professional culture. In summary, the implications of coaching and mentoring in education suggest a need for educational institutions to view these practices as integral components of a comprehensive professional development strategy. By recognizing and investing in coaching and mentoring, schools can contribute to the growth and well-being of their educators, ultimately leading to improved teaching practices and enhanced student learning outcomes. Finally, expanding the focus beyond instructional practices to explore the direct impact of coaching and mentoring on student outcomes. Investigating how improved teaching strategies, enhanced teacher well-being, and a positive school culture influenced by mentorship programs contribute to better academic performance and holistic development among students.