Guidelines for Teacher Development in Sarasas Affiliated Schools, Administrative Area 5, Based on Coaching Skills
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Abstract
This research aimed to: 1) investigate the current conditions, desirable conditions, and needs for teacher development in Sarasas Affiliated Schools, Administrative Area 5, based on the concept of coaching skills; 2) examine the processes and best practices for teacher development based on the concept of coaching skills; 3) develop guidelines for teacher development in Sarasas Affiliated Schools, Administrative Area 5, based on the concept of coaching skills; and 4) evaluate the developed guidelines for teacher development in Sarasas Affiliated Schools, Administrative Area 5, based on the concept of coaching skills. The sample consisted of 248 teachers from Sarasas Affiliated Schools, Administrative Area 5, in the academic year 2025, selected through simple random sampling. The research instruments included a questionnaire on the current conditions, desirable conditions, and needs for teacher development based on the concept of coaching skills; an in-depth interview protocol for school administrators and teachers from schools demonstrating best practices; and an evaluation form for the developed guidelines administered by experts. The data were analyzed using frequency, percentage, mean, standard deviation, and the Modified Priority Needs Index (PNImodified)
The findings revealed that: 1) the overall current and desirable conditions of teacher development based on the concept of coaching skills were at a high level. The skill of powerful questioning had the highest priority needs index, followed by feedback and learning and development, whereas relationship building had the lowest priority needs index; 2) the processes and best practices reflected systematic development of coaching skills through professional development, learning through practice, reflective practice, and continuous feedback; 3) the developed guidelines for teacher development consisted of five key components: principles of teacher development based on the concept of coaching skills, development objectives, development approaches and methods, conditions for success or supporting factors, and limitations, obstacles, and recommendations; and 4) the expert evaluation indicated that the developed guidelines were at a high level in terms of appropriateness, feasibility, and usefulness. The developed guidelines can therefore be applied as a systematic framework for teacher development to enhance coaching skills and support the professional development of teachers in Sarasas Affiliated Schools, Administrative Area 5
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