TOWARDS A QUALITY FRAMEWORK FOR RESPONSIVE COACHING AND MENTORING PRACTICE OF MASTER TEACHERS FOR POLICY AMENDMENTS

Abstract

This research aimed to develop a quality framework for responsive coaching and mentoring practices of 164 master teachers for policy amendments at the Schools Division of Zambales. Employing a quantitative descriptive research approach, the study utilized a validated and reliable researcher-made questionnaire for data collection and applied both descriptive and inferential statistics for data analysis. Findings revealed that master teachers exhibited the highest extent of responsive coaching practices in goal setting and clarity, as well as the highest extent of responsive mentoring practices in communication and collaboration. The relatively low standard deviation values indicated a strong consensus among master teachers, suggesting a high level of agreement about the effectiveness of these responsive coaching and mentoring practices. No significant difference was identified regarding the effect of demographic profiles particularly age, gender, length of service, and highest educational attainment of master teachers on the relationship between responsive coaching and mentoring practices. The regression analysis affirmed the significant findings on the impact of responsive coaching and mentoring practices of master teachers. A quality framework for policy amendments on responsive coaching and mentoring practices of master teachers plays a pivotal role in enhancing teaching performance by providing structured guidelines and systematic approaches.