A Narrative Inquiry into the Coaching Practices of School Paper Advisers in the Schools Division of Laguna
DOI:
https://doi.org/10.65339/ijsis.V1.I4.271Keywords:
Campus Journalism, Coaching Framework, Narrative Inquiry, Professional Development, Reflective Coaching, School Paper Advisers, Student JournalistsAbstract
This study explored how School Paper Advisers (SPAs) with sustained national-level competition experience developed and interpreted their campus journalism coaching practices and proposed a framework grounded in their professional narratives. Employing qualitative narrative inquiry, the study involved seven purposively selected current or former SPAs from public secondary schools in the Schools Division of Laguna, Philippines, who had coached student journalists in at least three National Schools Press Conference cycles. Data were gathered through in-depth, semi-structured narrative interviews and examined using thematic narrative analysis and cross-narrative comparison. Findings revealed that coaching practices evolved through critical incidents, reflective learning, professional mentoring, learner differences, changing competition demands, and institutional conditions. Advisers emphasized individualized instruction, constructive feedback, ethical journalism, professional collaboration, and continuous skills development. Success extended beyond competition awards to include students' confidence, journalistic competence, ethical responsibility, and personal growth. These findings informed an eight-component Campus Journalism Coaching Framework integrating instructional, developmental, ethical, collaborative, and institutional dimensions. The study concluded that campus journalism coaching represented a continuous, reflective, and context-dependent professional learning process. Schools and educational authorities should strengthen adviser training, mentoring opportunities, instructional resources, and institutional support. The study was limited to seven advisers within one school division, while the proposed framework requires further implementation and evaluation. Its contribution provides a context-sensitive foundation for reflective coaching, sustainable professional development, and improved institutional planning for campus journalism education.
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