Partnership Principles in a Teacher Coaching Programme (Partnership Principles di dalam Program Bimbingan Guru)

Abstract

Research provides strong support for the promise of teacher coaching programme in redesigning teachers’ instructional practices that enhance students’ learning. Informed by Knight’s (2007) partnership coaching principles, this paper reports on a study on teacher coaching programme in Malaysia, particularly involving teacher coaches, known as School Improvement Specialist Coaches Plus (SISC+). This case study disclosed the partnership principles applied by an SISC+ with three of her coached English Language (EL) teachers and how these principles were being exercised in a suburban school, and how the principles achieved collaborative teacher-SISC+ alliance. Data were drawn from observations and interviews conducted with the SISC+ and the coached teachers. The data were analysed thematically. Findings revealed that the SISC+ effectively utilised the principles, and by doing so, she was able to collaborate with the teachers and support their learning. The findings implicate that these principles must be learnt and understood by all the SISC+ as basic of coaching in obtaining teacher acceptance, build teacher-SISC+ collaborative relationships and support required changes in teachers’ instructional practices and that will bring about astounding students’ outcome.

Key Words: teacher coaching programme; teacher coaching; School Improvement Specialist Coaches Plus (SISC+); Partnership Principles; Educational Management; teacher professionalism

Penyelidikan dapat meningkatkan pengetahuan tentang program bimbingan guru yang disasarkan untuk menambahbaik amalam pengajaran guru yang dapat memberi impak postif kepada pembelajaran murid. Berdasarkan prinsip bimbingan perkongsian (Knight 2007), artikel ini melaporkan dapatan kajian mengenai program bimbingan guru di Malaysia yang melibatkan pembimbing guru yang dikenali sebagai School Improvement Specialist Coaches Plus (SISC+). Kajian kes ini menunjukkan bagaimana prinsip perkongsian ini digunapakai dan diterapkan dalam amalan bimbingan oleh seorang SISC+ dengan tiga orang guru Bahasa Inggeris (EL) bimbingan di sebuah sekolah luar bandar, dan bagaimana prinsip tersebut mencapai pakatan guru-SISC+ secara kolaboratif. Data diambil dari pemerhatian dan temu bual yang dilakukan ke atas SISC+ dan guru yang dibimbing. Data dianalisis secara tematik. Hasil kajian menunjukkan bahawa SISC+ telah menggunakan prinsip perkongsian tersebut dengan berkesan dan dengan melaluinya, dia dapat berkolaboratif dengan para guru dan menyokong proses pembelajaran mereka. Dapatan ini mengimplikasikan bahawa prinsip-prinsip ini mesti dipelajari dan difahami oleh semua SISC+ sebagai asas bimbingan dalam memupuk penerimaan guru, membina hubungan kerjasama guru-SISC+ dan menyokong perubahan yang diperlukan dalam amalan pengajaran guru dan yang akan membawa hasil yang mengagumkan dalam kalangan pelajar.

Kata Kunci: program bimbingan guru; bimbingan guru; School Improvement Specialist Coaches Plus (SISC+); Partnership Principles; Pengurusan Pendidikan; profesionalisme guru