Abstract
This qualitative multi-case study explored how public elementary school teacher-coaches in Unit IV, Schools Division Office of Laguna, brought coaching theories and professional development learning into their day-to-day work. Ten teacher-coaches were selected through criterion-based purposive sampling. Data were gathered through semi-structured interviews, field observations, coaching documents, reflective journals where available, contextual photographs when appropriate and permitted, and the researcher’s reflexive journal. The data were examined through within-case analysis, inductive thematic coding, literature comparison, cross-case synthesis, Braun and Clarke’s thematic analysis, and the Integrated Coaching Knowledge Transfer Framework (ICKTF). The findings showed that formal training was rarely applied exactly as taught. Instead, coaches adjusted what they learned to fit available facilities and equipment, schedules, learner needs, safety concerns, and school conditions. Three recurring patterns emerged: contextual filtering and tactical regression; relational and learner-centered coaching; and institutional negotiation and adaptive knowledge transfer. These findings led to the development of the Theory-to-Practice Coaching Toolkit (TPCT), which includes Diagnostic Alignment and Baseline Analytics, Periodized Planning and Tactical Design, Controlled Simulation and Field Practice, and Competitive Application and Impact Assessment. The study suggests that coaching knowledge is more effectively transferred when coaches are given opportunities to adapt, reflect, and apply professional learning within real school settings, with support from their schools.
Keywords: teacher-coaches; theory-to-practice gap; contextual adaptation; tactical regression; reflective practice; ICKTF; Theory-to-Practice Coaching Toolkit
DOI https://zenodo.org/records/21928610
