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World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue I (January 2026), pp.291-294

Collaborative Leadership Praxis: Mentoring and Coaching in Inclusive Education Ecosystems

Jeeve C. Bonjibon

Alvin O. Cayogyog

Holy Cross of Davao College/ Artemio Loyola Elementary School

Davao Del Sur, Region 11, Philippines

I. INTRODUCTION

Leadership in action through mentoring and coaching constitutes a critical dimension of contemporary school governance, particularly when school administrators, principals, and master teachers collaboratively support both special needs and mainstream educators within inclusive education ecosystems (Darling-Hammond, 2017; UNESCO, 2024). This collaborative leadership praxis ensures balanced decision-making, cultivates inclusive culture, and enhances pedagogical quality by equipping educators with adaptive strategies for diverse learners (Fullan, 2016). These practices function as ecological connectors strengthening system resilience amidst evolving challenges (Hall, Lindorff, & Sammons, 2020).

Despite extensive literature on mentoring and coaching, existing research predominantly examines these practices as isolated interventions rather than as co-constitutive mechanisms within dynamic educational ecosystems (World Bank, 2021). This fragmented approach obscures how school administrators, principals, and master teachers collaboratively operationalize mentoring and coaching to create recursive feedback loops between policy frameworks, institutional cultures, and classroom realities (EDCOM II, 2025). Addressing this gap requires reconceptualizing mentoring and coaching as ecosystem processes that transform static hierarchies into adaptive praxis networks (Fullan, 2016).