Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 21 no. 9 (2024)

Exploring Coaching Styles of Cooperating Teachers

Jazelle Balasian | Marielle Loyloy | Totchie Dave Masalon | Kristine Noriega | Charmecris Pido | Renelyn Pugado

Discipline: Teacher Training

 

Abstract:

This study focused on examining the various coaching styles employed by the selected five (5) cooperating teachers towards pre-service teachers in Holy Trinity College of General Santos City, specifically the elementary department. Coaching styles were the different approaches and methods that the cooperating teacher used to support and guide pre-service teachers during their practicum or pre-service teaching. Thematic Analysis was utilized as the methodology to identify and analyze major themes derived from the collected data. This involved a detailed examination of the coaching styles and methods used by cooperating teachers to support and guide pre-service teachers in their professional development. The findings show that the primary coaching style employed by cooperating teachers is instructional coaching, as reported by the majority of participants. Additionally, several participants mentioned the use of democratic coaching and vision coaching. These results underscore the diverse coaching styles utilized by cooperating teachers. Moreover, this study also highlights the impact of coaching styles utilized by cooperating teachers on pre-service teachers. Becomes open-minded under instructional coaching was cited by the participants as the most observed impact of coaching styles. This is followed by becomes independent in teaching under the democratic coaching style. Next is, becomes realistic which is under vision coaching. And lastly, becomes confident in teaching, which is also under the democratic coaching style. We recommend using both surveys and interviews to understand how these styles affect the learning and development of pre-service teachers.



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