Year: 2026
Type: article
Study design: Observational Study
Abstract: This study examined the extent of instructional coaching implementation and its relationship with teacher professional development among public secondary school teachers in Carmen I District, Bohol, Philippines. A quantitative descriptive-correlational design was employed, involving 50 teachers from three schools through total enumeration during School Year 2026–2027. Data were collected using a content-validated structured questionnaire and analyzed through descriptive statistics and Pearson product-moment correlation. Instructional coaching was generally implemented (WM = 4.16), with classroom observation (WM = 4.29) and post-observation feedback (WM = 4.23) receiving the highest ratings. Teacher professional development was likewise favorably perceived (WM = 4.19), particularly in content knowledge and pedagogy (WM = 4.28) and reflective teaching (WM = 4.27). A statistically significant positive, low-to-moderate relationship was established between instructional coaching and professional development (r = 0.35, p = 0.014). However, progress monitoring and documentation (WM = 4.06) and assessment-related competencies (WM = 4.09) emerged as priority areas for improvement. The findings indicate that stronger coaching implementation is associated with higher perceived professional development without establishing causation. Schools should strengthen coaching follow-through, systematic progress monitoring, and targeted Learning Action Cell mentoring. The geographically limited sample and reliance on self-reported data constrain generalizability. By identifying actionable gaps in instructional support, the study provides an empirical basis for enhancing school-based professional learning and promoting educational sustainability aligned with Sustainable Development Goal 4: Quality Education.
Author: Roel C. Buñao
Institution: Cebu Technological University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W7225243967