The Coaching and Mentoring Model to Conduct Classroom Action Research for the Teachers at Savannakhet Teacher Training College in Lao PDR
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Abstract
This research aimed (1) to develop the coaching and mentoring model to conduct classroom action research for teachers at Savannakhet Teacher Training College in Lao PDR, and (2) to examine the effectiveness of the constructed model. The sample group of this study included 10 teachers who volunteer to be teacher mentors and 10 teachers as classroom action researchers or mentees, in a total of 20. The research instruments were classroom action research training manual, coaching and mentoring manual, classroom action research competency evaluation form, coaching and mentoring competency evaluation form, coaching and mentoring model evaluation form, and satisfaction questionnaires toward the coaching and mentoring model. The obtained data were analyzed by using percentage, mean, standard deviation and content analysis technique. The findings revealed as follows: 1. The coaching and mentoring model to conduct classroom action research for teachers at Savannakhet Teacher Training College in Lao PDR was called “2PME Coaching and Mentoring Model” which consisted of 4 components: 1) Principles and Objectives, 2) Support, and 3) Process. The process component composed of 4 steps: 1) Preparation (P), 2) Planning (P), 3) Mentoring and Coaching (M), and 4) Evaluation (E). 2. The result of examining the effectiveness of 2PME Coaching and Mentoring Model revealed that (1) the competencies of teacher mentors for coaching and mentoring the classroom action research were at the highest level, (2) the competencies of the teacher mentees for conducting classroom action research were at a high level, (3) the satisfaction of teacher mentors toward the constructed model was at the highest level, and (4) the satisfaction of the teacher mentees towards the teacher mentors’ coaching and mentoring was at a high level.
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