Maricar J. Montibon (Author)

Abstract

Peer coaching involves educators collaborating to observe, support, and provide feedback to each other as a professional development strategy. This research explored the complex realities of peer coaching in MAPEH education, analyzing how it is carried out, its perceived advantages, barriers, and its influence on both teacher development and student learning. This study aimed to determine the peer coaching practices and students’ performance in teaching MAPEH in the Schools Division of Capiz for the school year 2024 – 2025. The researcher utilized descriptive correlational research design. 0ne hundred eighty (180) MAPEH Teachers in the Junior High School in the Schools Division of Capiz for the School Year 2024 – 2025 served as the participants and were chosen through random sampling. The researcher found that the level of peer coaching practices of the participants is highly practiced. In addition, the level of students’ performance in MAPEH is outstanding. Moreover, there is no significant relationship between peer coaching practices and the students’ performance in MAPEH. Output of the study in the form of training workshop on peer coaching strategies for the teachers was suggested by the researcher. Overall, it not only enhanced physical and creative skills but also fostered social bonds and classroom engagement, aligning with the holistic goals of MAPEH education and 21st-century learning competencies. MAPEH teachers should continue implementing structured collaborative activities like group performances and peer feedback. Professional development for school administrators should emphasize managing group dynamics and peer teaching. Teachers are encouraged to use multimodal, real-life, and technology-integrated strategies, alongside continuous training in classroom management and inclusive pedagogy. Lastly, curriculum planners and school leaders should prioritize collaborative strategies in MAPEH programs, with regular assessments to evaluate their effectiveness and identify areas for improvement.

Keywords: peer coaching, practices, teaching, students’ performance, MAPEH

DOI: http://doi.org/10.69651/PIJHSS0403417

Recommended citation:

Montibon, M. J. (2025). Peer coaching practices in teaching MAPEH and students’ performance. Pantao (The International Journal of the Humanities and Social Sciences) 4 (3), 4483-4496. http://doi.org/10.69651/PIJHSS0403417

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