Mentoring and Coaching Practices, Needs, and Challenges Encountered By School Heads

Abstract

This study was conducted to determine the level of mentoring and coaching practices, needs, and challenges encountered by school heads in the Schools Division of Guimaras, Province of Guimaras, Philippines during the School Year 2018-2019. The subjects of the study were the school heads in the entire province of Guimaras. They were equated according to school size, job performance, length of service, educational attainment and municipality. The study utilized the descriptive research design that determined the level of mentoring and coaching practices, needs, and challenges encountered by school heads. The statistical tools used were the frequency count, percentage, mean, Mann-Whitney U-test, Kruskall-Wallis H-test, and Spearman rho. The levels of significance for inferential statistics were set at 0.05 alpha. The findings of the study revealed that majority of the respondents were from small school size, outstanding in job performance, have long (21 years and above) length of service, bachelors degree with MA units, and from the municipality of Nueva Valencia. There is a very high level of mentoring and coaching practices of school heads when taken as a whole and when categorized according to school size, job performance, length of service, educational attainment, and municipality. There is a moderate level of mentoring and coaching needs among school heads when taken as a whole and when categorized according to school size, job performance, length of service, educational attainment, and municipality. There is a high level of mentoring and coaching challenges encountered by school heads when taken as a whole and when categorized according to school size, job performance, length of service, educational attainment, and municipality. There are no significant differences in the level of mentoring and coaching practices of school heads when categorized according to school size, job performance, length of service, educational attainment, and municipality. There are significant differences in the level of mentoring and coaching challenges encountered by school heads when categorized according to school size and length of service. However, there were no significant differences in the level of mentoring and coaching challenges encountered by school heads when categorized according to job performance, educational attainment, and municipality. There are no significant differences in the level of mentoring and coaching needs of school heads when categorized according to school size, job performance, length of service, educational attainment, and municipality. There are significant relationships in the level of mentoring and coaching practices and needs and mentoring and coaching challenges encountered and needs. There are no significant relationships in the level of mentoring and coaching practices and challenges encountered by the school heads.