Enhancing Student-Teachers’ Readiness through Structured Coaching and Mentoring

Abstract

The implementation of the Senior High School program in the Philippines has emphasized the importance of experiential learning in teacher education, particularly for student-teachers in the Technical-Vocational-Livelihood (TVL) track. Given the increasing demands in lesson planning, classroom management, and student engagement, structured coaching and mentoring are vital in enhancing pre-service teachers’ readiness for the teaching profession. This action research assessed the effectiveness of structured mentoring using Pre-Conference (PreCon) and Post-Conference (PostCon) sessions during the practicum phase. A qualitative-descriptive design was employed, drawing data from self-assessment forms, mentor evaluations, student feedback, peer observations, and mentoring logs. Findings revealed that structured coaching significantly improved student-teachers’ competencies in classroom management (M = 4.6, SD = 0.41), subject mastery (M = 4.5, SD = 0.38), and lesson planning (M = 4.2, SD = 0.35). Common challenges included lesson transitions and time management, which were mitigated through consistent mentoring strategies. Among these, PreCon and PostCon sessions were rated as the most effective (M = 4.7, SD = 0.40), fostering improved instructional delivery and self-reflection. Student-teachers perceived the mentoring process as highly beneficial in refining teaching strategies, building confidence, and addressing classroom challenges. The results underscore the importance of institutionalizing structured mentoring frameworks, particularly PreCon and PostCon, within teacher education programs to ensure professional readiness and facilitate ongoing teacher development.