1Edwin V. Ancheta, 2May Ann D. Escobar, 3Romnick C. Gonzalo, 4Elizabeth A. Sarmiento
1Bagani Elementary School, Bagani Campo, Candon City, Ilocos Sur, Philippines
2Masiosioay Elementary School, Masiosioay, Matibuey, San Emilio, Ilocos Sur, Philippines
3Caterman Elementary School, Caterman, Candon City, Ilocos Sur, Philippines
4Calipayan Elementary School, Diclap, Pangotan, Sugpon, Ilocos Sur, Philippines
DOI : https://doi.org/10.47191/ijmra/v7-i07-02Google Scholar Download Pdf
ABSTRACT:
In the Philippine educational setting, novice elementary head teachers face the challenge of providing instructional coaching to beginning teachers. These head teachers, with three years or less of experience in their roles, must demonstrate their competence and effectiveness during this period. This study strived to determine the challenges of novice elementary head teachers in practicing instructional coaching for beginning teachers. The participants of the study were three (3) novice elementary school heads in the 2nd District of Ilocos Sur who participated voluntarily. This qualitative study employed case study design to gain comprehensive understanding of the different challenges that novice elementary head teachers encountered when practicing instructional coaching for beginning teachers. The data was gathered through each informant’s voice-recorded narrative and analyzed thematically. Findings showed that novice elementary head teachers face several challenges in instructional coaching, including gaining the trust of beginning teachers, overcoming resistance to feedback, and balancing coaching with administrative duties. A lack of resources, time, and comprehensive digital tools further complicates their ability to effectively support and track teacher progress. Enhanced training and technical assistance are needed to improve coaching efficacy and manage workloads. Addressing these challenges requires a multifaceted approach. Novice elementary head teachers should prioritize relationship-building and communication skills development through ongoing training and mentorship. Additionally, advocating for adequate resources and support systems is crucial to bolster coaching effectiveness. Investing in professional development tailored to instructional coaching practices equips novice head teachers with the necessary tools and strategies to navigate these challenges effectively, ultimately enhancing the quality of teaching and learning in their schools.
KEYWORDS:beginning teachers, challenges, instructional coaching, novice elementary head teachers
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