Abstract
Faced with impacts from globalization, rapid technological advancement and increasing competition, educational systems worldwide are racing to find sustainable ways to improve student achievement. As teachers are a direct conduit to students and their performance, targeting the development of teacher competency is an avenue worth exploring. An attractive option toward improving educational standards and achievement is coaching, as it is ongoing support for teachers. The objective of this study was to analyze existing literature on coaching in order to develop and implement a coaching system to facilitate professional development and increase instructional competencies of primary school math and science teachers at a private primary school in Samutprakan, Thailand. Data was gathered through interviews and questionnaires conducted with coaches, teachers and students, with results indicating a high degree of satisfaction, most notably in teachers, with coaching allowing them to discover alternate possibilities and bolstering their skills and efficacy.
Highlights
Countries with successful school systems recognize the crucial role teachers play in student achievement and have policies to foster the proper recruitment, training and development of teachers to give their students access to instruction that is both equitable and of high caliber (Darling-Hammond, Chung-Wei, & Andree, 2010)
This study aimed to address deficiencies in teacher performance by developing and implementing, within the constraints of a typical Thai primary school, a coaching system to develop and improve instructional competencies of primary school teachers, and student achievement, in the subjects of mathematics and science using principles and information gathered from existing research and literature on the practice of coaching as it applies to teachers and education
The research conducted a review of literature pertaining to coaching and the coaching process and used the information gathered as parameters to fashion a coaching system
Summary
Countries with successful school systems recognize the crucial role teachers play in student achievement and have policies to foster the proper recruitment, training and development of teachers to give their students access to instruction that is both equitable and of high caliber (Darling-Hammond, Chung-Wei, & Andree, 2010). While academic content is evolving to keep pace with a rapidly changing world, educational systems have been experimenting with countless strategies of innovation and reform. Efforts to strengthen a failing educational system have been constant throughout Thailand’s recent history, with the Thai government year after year investing a considerable portion of its annual national budget, relative to allocations made in comparable countries, into education (Corcoran, 2015). This financial investment, sadly, has yet to bear any fruit in the form of improved academic achievement
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