EADING INSTRUCTIONAL COACHING CULTURE IN SCHOOLS TOWARD ENHANCED TEACHING COMPETENCE AND BEHAVIORS OF PUBLIC SECONDARY SCHOOL TEACHERS

Teachers in the school benefit from the coaching or technical assistance given by their instructional coach designated as district supervisor, school principal, and headteacher. Instructional practices and management are being monitored among teachers ensuring the best educational service provided to the students. With this, the researcher focused the study on instructional coaching culture in public secondary schools and how it contributes to the teaching competence and behavior of the teachers. Descriptive and correlational research designs were used which were participated by 201 teachers from seven secondary schools in Clusters 1-4 of Calamba East District. The study revealed that instructional coaches have a great extent of coaching opportunities for maximum performance, work improvement, strengthen skills, competencies, and behavior. The Instructional coaches are mostly responsible for satisfying their coaching roles and have a very good coaching quality of being genuine, supportive, with empathy and trustworthiness. The teacher respondents of the study as exposed to coaching culture are competent and with very good teaching behavior. Moreover, there is a positive significant relationship between the instructional coaching culture and teaching competence. Similarly, a positive significant relationship is depicted between instructional coaching culture and teaching behavior. Lastly, Trustworthiness as a coaching quality predicts the teaching behavior of the teachers, and that the coaching for maximum performance and work improvement positively predicts the teaching behavior. The study result suggests that instructional coaches should focus several activities to give technical assistance on aspects that promotes maximum performance and work improvement among teachers this would help boost better outcomes in the accomplishments to be done