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Home⇛bukal: The Official Research Journal of LCBA Master of Arts in Education⇛vol. 1 no. 1 (2024)

School Heads’ Coaching Skills, Teaching Efficiency and Pupils’ Holistic Development in Private Elementary Schools in CALAMBA City

Noelen Flores

Discipline: Education

 

Abstract:

The objective of this study was to assess whether school heads’ coaching skills were related to the teaching efficiency of the teachers which resulted in the pupils’ holistic development in the selected private schools in Calamba City. A descriptive correlational approach was used in this study. This study used adopted instruments. The respondents of the study were 5 school heads, 155 teachers, and pupils who were chosen through random sampling. The data collected were tallied, analyzed, and interpreted using Mean, Likert scale, t-test, and Pearson r. The level of coaching skills of the school heads in terms of instructional, collaborative, and facilitative leadership were all Very Good (3.79, 3.75, 3.74). The teaching efficiency level of the teachers in terms of mastery of the subject matter, teaching methods and strategies, classroom management, and professional and personal characteristics were all Very Good (3.87, 3.76, 3.80, 3.87). There was a significant difference in the assessment of the school head and teachers as to the teaching efficiency level of the teachers such as teaching methods and strategies and classroom management. There was a significant relationship between coaching skills level and teaching efficiency level of the teachers such as collaborative leadership and mastery of the subject matter, and facilitative leadership and mastery of the subject matter. The level of holistic development of the pupils in terms of Cognitive, Socialization, Emotional, Behavioral, and Physical skills was Very Good (3.67,3.72, 3.66, 3.70, 3.81). There was a significant relationship between teaching efficiency level and students’ holistic development such as mastery of the lesson and cognitive skills, and teaching methods and strategies and cognitive skills. The study’s output was a school developmental plan named “The CARE Program” which can be utilized to assist school staff to conduct different approaches to promote quality learning among pupils.



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