Psychosocial Coaching and Mentoring Practices and Challenges of School Heads in the Division of Zambales

Abstract

This research study explored the aspects of Psychosocial Coaching and Mentoring Practices and Challenges of School Heads in the Division of Zambales. It was conducted among Secondary School Heads and Teachers of the Department of Education, Division of Zambales. The study utilized a descriptive quantitative research design, with a survey questionnaire as a research instrument, and descriptive and inferential statistics for data analysis of data in order to determine the practices and challenges of the two groups of respondents as the basis of crafting the model. Study findings revealed that majority of the school head respondents highly practiced psychosocial coaching and mentoring. In contrast, most teacher respondents reported that their school heads highly practiced psychosocial coaching and mentoring. In addition, there is a high negative correlation between psychosocial coaching and mentoring techniques and challenges as perceived by teachers. The conceptualized model aimed at reducing challenges in psychosocial coaching and mentoring of school heads. School heads may consider maintaining a safe and hazardous environment as an agent of taking community needs as a priority.