Online Instruction Coaching Strategies for Teachers in Secondary Schools
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Abstract
The purposes of this article were 1) to study the current and desirable conditions of online instruction coaching; 2) to analyze the strengths, weaknesses, opportunities, and threats of online instruction coaching; and 3) to formulate online instruction coaching strategies for teachers in secondary schools. The research design was mixed research. The population was secondary schools under the Office of the Basic Education Commission. The sample consisted of 180 schools using multi-stage sampling. There were 5 informants per school, consisting of the school director, the deputy director of the academic administration group, the head of the learning subject group and 2 teachers, totaling 900 people. The research instruments were questionnaire and suitability assessment form of draft strategy. The statistics for data analysis were frequency, mean, standard deviation, percentage, priority need index, and content analysis.
The results found that the overall current condition was at a moderate level and the overall desirable condition was at a high level. When considering each aspect, the evaluation and assessment of instruction had the highest average value. In terms of measurement and evaluation of teaching and learning management, the average was at the highest level. The highest priority index for online instruction coaching was the selection of teaching and learning platforms. Strategies for online instruction coaching of secondary school teachers included 3 key strategies, 6 sub-strategies, and 29 procedures. The main strategies were 1) developing policies and managing online instruction coaching 2) promoting online instruction coaching, and 3) supporting re-analysis to evaluate and follow up online instruction coaching.
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