World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue V (May 2026), pp.166-174
Jerson S. Talisic & Alimar T. Ifsor
Osmeña Elementary School, DepEd Masbate Province
Abstract – This study aimed to explore the lived experiences, challenges encountered, and coping mechanisms of teachers in providing classroom coaching and mentoring at Osmeña Elementary School, Division of Masbate Province. A phenomenological qualitative research design was employed to capture in-depth insights into teachers’ experiences. Complete enumeration sampling was used, involving all eleven (11) teachers in the school. Data were gathered through a researcher-developed semi-structured interview guide, which was validated and pilot-tested, and analyzed using thematic analysis. Findings revealed three major themes in teachers lived experiences: professional growth and empowerment, reflective practice and instructional improvement, and challenges and emotional demands. Teachers reported increased confidence, improved teaching practices, and enhanced collaboration through coaching and mentoring. However, they also experienced challenges such as time constraints, workload pressure, relational and emotional barriers, and a lack of training and institutional support. Despite these difficulties, teachers demonstrated resilience through collaborative support, self-management strategies, and a positive, reflective mindset. The study concludes that while classroom coaching and mentoring significantly contribute to teachers’ professional development and instructional effectiveness, their successful implementation requires adequate time, resources, and institutional backing. It is therefore recommended that schools and education leaders strengthen and institutionalize coaching and mentoring programs by providing structured training, reducing workload, ensuring administrative support, and promoting a collaborative and supportive school environment to sustain teacher development and well-being.
Keywords: classroom coaching and mentoring, teachers’ narratives, phenomenological study, PPST, complete enumeration
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