World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue IX (September 2026), pp.259-264
MIRAFE D. RUBIO
Abstract
This qualitative case study explored the coaching and mentoring experiences of teachers at Nicasio Descalzo Memorial School in Balud North District, Balud, Masbate, as a basis for a school-based professional development program. Fourteen teachers with direct experience of observation feedback, peer guidance, technical assistance, mentoring, or collaborative professional learning participated in semi-structured interviews. Reflexive thematic analysis generated 20 themes across five areas: opportunities for support, helpful practices, challenges, professional relationships, and continuing support priorities. Teachers encountered assistance through classroom observation and feedback, informal consultation with experienced colleagues, Learning Action Cell sessions, and shared teaching materials. Support became useful when feedback was specific and respectful, strategies were demonstrated and practiced, classroom trials were followed by joint reflection, and teachers helped select coaching goals. Limited time, uncertainty when mentors also evaluated performance, unsuitable advice, and unequal access to expertise constrained participation and application. Trust, confidentiality, reciprocal learning, responsive leadership, and respectful disagreement strengthened openness. Teachers preferred predictable yet flexible coaching cycles, practical resources, support matched to career stage and workload, and access to specialist guidance. These themes informed the KASANAG Teacher Coaching and Mentoring Program, comprising teacher-selected needs, strategy adaptation, classroom trials, reflective feedback, reciprocal peer learning, accessible resources, and program review. The findings support coaching that is embedded in ordinary school work, separated from formal appraisal, and responsive to teachers’ classroom realities.
Keywords
coaching, mentoring, teacher professional development, qualitative case study, school-based learning, KASANAG
DOI https://zenodo.org/records/23008391
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