An Administrative Model Based on Coaching and Mentoring to Promote Teachers’ Active Learning Management Skills
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This study aimed to (1) examine the components, current conditions, and desirable conditions of an administrative model based on coaching and mentoring for promoting teachers' active learning management skills, (2) design and develop the model, (3) trial the model, and (4) evaluate its effectiveness on teachers' active learning skills, student learning outcomes, and student satisfaction. A four-phase research and development (R&D) design was used. Phase 1 combined semi-structured interviews with five experts, analyzed through content analysis, with a needs-assessment survey of 24 teachers using a dual-response questionnaire and the Modified Priority Needs Index (PNIModified). Phase 2 involved model design informed by the Phase 1 findings and a focus group with nine experts, with content validity confirmed through the Index of Item-Objective Congruence (IOC). Phase 3 used a one-group pretest-posttest quasi-experimental design with the same 24 teachers over a 17-week semester. Phase 4 evaluated effectiveness with the same 24 teachers and 696 students of Thesaban 1 Wat Pratusan School, Suphanburi Province, in the 2024 academic year.
Results showed that the model, named the CM-ALT Model (Coaching and Mentoring for Active Learning Transformation), comprised five components transformational leadership, a coaching-and-mentoring system, professional learning community (PLC) building, active learning skill development, and a supporting management system operationalized through a five-step COACH Process (Commit and Clarify, Organize Coaching, Apply and Assist, Check and Challenge, Harvest and Highlight). The overall need for development was high (PNIModified = 0.49), with the coaching-and-mentoring system showing the greatest need (PNIModified = 0.63). The model's content validity was excellent (IOC = 0.96) and its appropriateness, as rated by experts and practitioners, was at the highest level (M = 4.55). After implementation, teachers' active learning skills rose significantly from a fair level (M = 2.55) to a very good level (M = 4.36), t(23) = 16.84, p < .001, Cohen's d = 3.35. Student learning outcomes rose from 47.30% to 74.34% of the total score (p < .001), and the proportion of students meeting the passing criterion increased from 39.80% to 87.36%. Student satisfaction with active learning was rated at the highest level (M = 4.52). Teachers' active learning skills correlated strongly with student learning outcomes (r = .82) and, together with administrator-rated competency and student satisfaction, predicted 74% of the variance in student outcomes. The findings confirm that a sustained, integrated coaching-and-mentoring administrative model anchored in transformational leadership and professional learning communities can effectively build teachers' active learning competence and, in turn, improve student achievement and satisfaction.
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