Effectiveness of Peer Coaching and Academic Performance in Teaching Internship
DOI:
https://doi.org/10.57260/csdj.2025.275287Keywords:
Peer coaching, Teacher professional development, Correlational analysis, Academic performanceAbstract
This study evaluates the effectiveness of peer coaching as a collaborative professional development practice for prospective teachers at a state university in the Philippines. Utilizing a descriptive-correlational design, the research explores the relationship between the effectiveness of peer coaching and the academic performance of fourth-year teaching interns. A sample of 137 students was selected from 212 total respondents, with data gathered through a validated 20-item researcher-made questionnaire and academic performance records. The findings reveal that peer coaching is highly effective in several key areas, including lesson planning, instructional delivery, feedback provision, and reflective practices. However, aspects such as systematic preparation and self-assessment showed slightly lower effectiveness. Overall, the academic performance of prospective teachers was predominantly high, with most rated as Superior. A weak but significant positive correlation (r = 0.381) was observed between peer coaching effectiveness and academic performance, suggesting that while peer coaching has a positive impact, the effect is modest. To maximize the benefits of peer coaching, recommendations include strengthening the components of systematic preparation and self-assessment, offering targeted training for peer coaches, and further enhancing reflective practices. Regular evaluations of peer coaching’s impact on academic performance are also suggested.
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