MASTER TEACHERS’ COACHING AND MENTORING EFFICACY AND TEACHERS’ EFFECTIVENESS IN PUBLIC ELEMENTARY SCHOOLS IN THE DIVISION OF TAGUIG CITY AND PATEROS: BASIS FOR AN INSTRUCTIONAL COMPETENCE DEVELOPMENT PROGRAM
Keywords:
master teachers, coaching and mentoring efficacy, teachers’ effectiveness, Philippine Professional Standards for Teachers (PPST), instructional leadership, intervention program, public elementary schools, Taguig City and PaterosAbstract
Master Teachers are the Department of Education’s school-based instructional leaders, yet the consistency and effect of their coaching and mentoring vary across schools. This study assessed Master Teachers’ coaching and mentoring efficacy and teachers’ effectiveness in public elementary schools in the Schools Division of Taguig City and Pateros, and used the findings as the basis for an Instructional Competence Development Program. A descriptive survey design with comparative and correlational analyses was used. Data were gathered from 575 respondents (19 supervisors, 29 school heads, and 527 teachers) in 29 public elementary schools using a researcher-made, expert-validated five-point questionnaire. Data were analyzed using percentages, weighted means, one-way analysis of variance with Tukey’s HSD post-hoc test, and the Pearson product-moment correlation coefficient at the 0.05 level of significance. Master Teachers’ coaching and mentoring efficacy was rated Highly Efficient overall (composite weighted mean = 4.29), with promoting teaching autonomy rated highest (4.42) and role modeling and leadership lowest (4.21). Nine of the ten efficacy dimensions differed significantly among the three respondent groups; only knowledge sharing did not. Teachers’ effectiveness was Highly Competent overall (4.42), led by the learning environment (4.48) and weakest in assessment and reporting (4.30). Coaching and mentoring efficacy was very strongly and significantly correlated with all seven domains of teachers’ effectiveness (r = 0.9031 to 0.9356). Problems in coaching and mentoring (3.30) and in teachers’ effectiveness (3.27) were moderately encountered, with excessive workload (3.94) the most prominent. The proposed program was rated Acceptable (4.18). Master Teachers’ coaching and mentoring are an essential mechanism for teacher effectiveness, but practice is perceived differently by supervisors, school heads, and teachers, and structural constraints (workload and time) limit its consistency. A structured, standardized, and sustainably resourced mentoring program, the Instructional Competence Development Program, is recommended for adoption by the Schools Division.
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