COACHING PRACTICES AND INSTRUCTIONAL SUPPORT OF SCHOOL LEADERS IN THE DISTRICT OF POLILLO

This study examined the coaching practices and instructional support of school leaders in the District of Polillo as assessed by the school heads themselves and their teachers. It also aimed to find out if is there any significant difference in the perception of the teachers on the coaching practices and instructional support of school leaders when respondents are grouped according to demographic profile. A total of 18 school heads and 160 out of 199 public school teachers from all the 18- public elementary in Polillo District Polillo, Quezon participated in this study. Quantitative method of research particularly descriptive survey was utilized in this study. Data was gathered through a set of online survey questionnaires for school head respondents and teacher respondents. The statistical tools used for quantitative data analysis are frequency-percentage distribution, weighted mean. The findings of this study result revealed that according to teacher’s perception in communicating school’s mission the school leaders have aligned goals and objectives clearly. In terms managing instructional program school leaders sustains initiatives that incorporate respect for diversity. In managing instructional program majority of the school leaders sustains initiatives that incorporate respects for diversity. In terms of improving school climate change school leaders ensures that teachers promote life-long and self-directed learning, facilitate change, promote innovations consistent with current and future school community needs and demonstrate a willingness to act against traditional ways they impede change and innovations for performance improvement. The overall perception of teachers in the coaching practices of school leader is maintaining positive working and learning environment is the best among all the coaching practices they gave. In terms of teachers perception in instructional support communication skills which is the instructional leaders should be excellent communicators. Interpersonal or people skills are crucial to the success of teachers and students. According to the school leaders, the challenges that they encountered is lacking time meaning they are hardly finding time to do everything is required of the job with full effort many responsibilities as school leader. In terms of perceive impact of coaching practices and instructional support of school leaders the teachers perception is the professional learning enable authentic dialogue and teachers apply their learning to their real-life practices as they are learning. There is no significant difference in the perception of the teachers on the coaching practices and instructional support of school heads when respondents are grouped according to demographic profile. These results were the basis for designing an action plan and development program for coaching practices and instructional support for teachers’ commitment and productivity.