School-Based Instructional Coaching Facilitation: Addressing Professional Needs of Secondary Public School Teachers
DOI:
https://doi.org/10.65339/ijsis.V1.I2.112Keywords:
Instructional Coaching, Learning Action Cell, Professional Development, Reflective Teaching, School-Based Coaching, Secondary School Teachers, Technology IntegrationAbstract
This study examined the professional development needs and instructional coaching practices of secondary school teachers in Carmen I District, Schools Division of Bohol, as a basis for a School-Based Instruction Coaching Facilitation Plan. Anchored in theories of adult learning, reflective practice, communities of practice, self-efficacy, change, and related perspectives on professional learning, the study employed a descriptive-quantitative research design involving 64 secondary school teachers from three public secondary schools. Data were collected using a structured survey questionnaire and analyzed using frequency counts, percentages, weighted means, standard deviations, and Spearman Rho correlation. Results showed a high overall level of professional development needs (M = 2.62, SD = 0.67), with content knowledge and pedagogy, technology integration, and reflective teaching and professional growth among the leading areas of need. Instructional coaching practices were implemented to a very great extent (M = 4.30, SD = 0.52), particularly through post-observation conferences and feedback, classroom observation, peer collaboration, Learning Action Cell activities, monitoring, and follow-through. A strong positive and statistically significant relationship was found between professional development needs and instructional coaching practices (r = 0.746, p = 0.003). Major concerns included limited coaching time, heavy workload and documentation requirements, irregular follow-through, and limited peer-coaching opportunities. The study recommends a structured, needs-based instructional coaching program with protected coaching time, systematic mentoring, collaborative professional learning, and continuous monitoring. The study primarily supports SDG 4 (Quality Education), with connections to SDG 8 (Decent Work and Economic Growth) and SDG 17 (Partnerships for the Goals) through teacher development and professional collaboration. Its sustainability impact lies in promoting continuous, school-embedded professional development that can strengthen instructional practice, professional growth, instructional leadership, and sustained school improvement.
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