Principal Coaching Patterns and English Teacher Performance in Public Junior High Schools

Case study of Junior High School in Kolaka Timur Regency

Abstract

Principal coaching is a strategic effort to improve teacher professionalism and performance through academic supervision, coaching, mentoring, and continuous professional development. However, the effectiveness of principal coaching in improving teacher performance remains inconclusive, warranting further investigation. This study aimed to identify principal coaching patterns, describe the performance of English teachers, and examine the effect of principal coaching patterns on English teacher performance in public junior high schools in East Kolaka Regency, Indonesia. A quantitative approach with a correlational design was employed involving 30 English teachers from 18 public junior high schools selected through total sampling. Data were collected using validated and reliable questionnaires and analyzed through descriptive statistics and simple linear regression. The findings revealed that both principal coaching patterns and English teacher performance were categorized as good. Nevertheless, principal coaching patterns did not have a statistically significant effect on English teacher performance (R = 0.133; R² = 0.018; F = 3.177; p = 0.086). Therefore, improving teacher performance requires collaborative efforts among school principals, teachers, school supervisors, and education authorities to support teachers’ sustainable professional development.