Pinagpala Publishing Services - Instructional Leadership in Practice: Teachers' Lived Experiences on Monito

World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue VII (July 2026), pp.130-137

Instructional Leadership in Practice: Teachers' Lived Experiences on Monitoring and Coaching at Macarthur Elementary School

Marissa C. Paquia

School Head, Macarthur Elementary School,

School Division of Masbate Province

ABSTRACT

This phenomenological study explored the lived experiences of teachers regarding monitoring and coaching practices implemented by school heads as manifestations of instructional leadership at Macarthur Elementary School, Monreal, Masbate. Specifically, the study sought to understand teachers' experiences, challenges encountered during monitoring and coaching processes, meanings attached to these experiences, and recommendations for improving instructional leadership practices. A qualitative phenomenological research design was employed. Participants were selected through purposive sampling and consisted of teachers who had directly experienced monitoring and coaching interventions conducted by school heads. Data were gathered through in-depth semi-structured interviews and analyzed using thematic analysis. Findings revealed that teachers generally viewed monitoring and coaching as opportunities for professional growth, instructional improvement, and reflective practice. However, participants also reported challenges such as anxiety during observations, workload pressures, and concerns regarding evaluation. Despite these challenges, teachers developed coping strategies and perceived monitoring and coaching as valuable mechanisms for enhancing instructional competence and professional confidence. Participants emphasized the importance of supportive feedback, collaborative relationships, clear communication, and continuous professional guidance. The study concludes that monitoring and coaching serve as essential instructional leadership practices that contribute significantly to teacher development and instructional effectiveness when implemented in a supportive and developmental manner. The findings may assist school leaders, educational supervisors, and policymakers in strengthening instructional leadership programs and fostering professional learning environments that support teacher growth and improved educational outcomes.

Keywords: instructional leadership, monitoring, coaching, lived experiences, phenomenology, teachers