ISSN: 2226-6348
Open access
Malaysia Education Blueprint (2013-2025) was reformed to empower and bring national education up to the international level. The aim of this study was to elucidate the coaching and mentoring that directly link instructional coaching with improved teacher performance or student achievement in four districts in Negeri Sembilan. It is a mixed method approach while the selected design is a case study. Three SISC+ and their coaches were selected for interview and 55 respondents participated in questionnaires. Data were collected through semi-structured interviews, observations, document analysis, and survey. All the data were analysed with the help of ATLAS.ti for qualitative and SPSS for the quantitative method. The study revealed that, their successes were measured through being accepted by their coachees in improving both the lesson quality and knowledge growth while working with adult learners with different attitude being one of their toughest challenges. The findings revealed that the SISC+ has been successful in influencing the coachees to improve in lesson quality. Based on the results, it was concluded that the initiative of the Ministry to accelerate the transformation of education through positioning the SISC+ in PPD is a good effort. However, these SISC+ must be trained to be competent, knowledgeable and skillful in the areas of pedagogies, curriculum, and assessments.
Berk, L. (2002). Child Development. 5th Ed. Boston: Allyn and Bacon.
Bianco-Mathis, V. E., Nabors, L. K., & Roman, C. H. (2002). Leading from the inside out: A coaching model. US:Sage.
Biggs, J. (1996). Approaches to Learning of Asian Students: A Multiple. Asian contributions to cross-cultural psychology, 4, 180.
Boblett, N. (2012). Scaffolding: Defining the metaphor. Studies in Applied Linguistics and TESOL, 12(2).
Cole, M., & Cole, S. (2001). The Development of Children. 4th Ed. New York: Scientific American Books. Distributed by W.N. Freeman and Company
Collins, A., Brown, J. S., & Holum, A. (1991). Cognitive apprenticeship: Making thinking visible. American educator, 15(3), 6-11.
Daniels, H. (2001). Vygotsky & Pedagogy. NY: Routledge/Falmer
De Haan, E., & Kasozi, A. (2015). Leaders in Crisis–Attending to the Shadow Side. In Coaching leaders through crises. Kogan Page.
Dembkowski, S., & Eldridge, F. (2003). Beyond GROW: A new coaching model. The international journal of mentoring and coaching, 1(1), 21.
Du Toit, A., & Reissner, S. (2012). Experiences of coaching in team learning. International Journal of Mentoring and Coaching in Education, 1(3), 177-190.
Ganser, T. (2006). A status report on teacher mentoring programmes in the United States. Mentoring in education: An international perspective, pp.33-55.
Gay, G. (1995). Modelling and mentoring in urban education. Education and Urban
Grant, A. M., Curtayne, L., & Burton, G. (2009). Executive coaching enhances goal attainment, resilience and workplace well-being: A randomised controlled study. The journal of positive psychology, 4(5), pp.396-407.
Hammond, J., & Gibbons, P. (2005). Putting scaffolding to work: The contribution of scaffolding in articulating ESL education.
Jacobs, G. (2001). Providing the Scaffold: A Model for Early Childhood/Primary Teacher Preparation. Early Childhood Education Journal, 29(2), 125-130
Leedham, M., & Parsloe, E. (2016). Coaching and Mentoring: Practical Techniques for Developing Learning and Performance. Kogan Page Publishers.
Lim, L. H. (2005). Leadership Mentoring In Education - The Singapore Practice. Singapore: Marshall Cavendish Academic.
Lord, P., Atkinson, M., & Mitchell, H. (2008). Mentoring and coaching for professionals: A study of the research evidence. Variations, 1(4).
Mamour, C. T. (2008). The relevance and implications of Vygotsky's sociocultural theory in the second language classroom. ARECLS, 5, 244-262.
Mukherjee, S. (2014). Corporate Coaching: The Essential Guide. SAGE Publications India.
Nonaka, I., & Nishiguchi, T. (2001). Knowledge emergence: Social, technical, and evolutionary dimensions of knowledge creation. Oxford University Press .
Prosser, M., & Trigwell, K. (1998). Teaching for learning in higher education.
Ramsden, P. (2003). Learning to teach in higher education. Routledge.
Rasmussen, J. (2001). The importance of communication in teaching: A systems-theory approach to the scaffolding metaphor. Journal of Curriculum Studies, 33(5),569-582.
Scandura, C. A. M. B. E. A. (2009). Understanding team-level career mentoring by leaders and its effects on team-source Learning: The effects of intra-Group processes. Human Relations, 124-147.
Starr, R. L. (2016). Sociolinguistic variation and acquisition in two-way language immersion: Negotiating the standard. Multilingual Matters.
Theeboom, T. A. E. (2014). Does coaching work? A meta-analysis on the effects of coaching on individual level outcomes in an organizational context. The Journal of Positive Psychology, 9(1), pp.1-18.
Van de Pol, E. (2013). Scaffolding student learning: A micro-analysis of teacher–student interaction. Learning, Culture and Social Interaction, 2(1), 32-41.
Vygotsky, L. S. (1978) Mind in Society: The Development of Higher Psychological Processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.) Cambridge, MA: Harvard University Press
Weinstein, N., Brown, K. W., & Ryan, R. M. (2009). A multi-method examination of the effects of mindfulness on stress attribution, coping, and emotional well-being. J. Res. Pers. 43, 374–385. doi: 10.1016/j.jrp.2008.12.008
Whitmore, J. (1992). Coaching for performance: A practical guide to growing your own skills (People Skills for Professionals). London: Nicholas Brealey Publishing.
Whitmore, J. (2003). Coaching for Performance, Nicholas Brealey Publishing, London.
Whitmore, J. (2009). Coaching for performance. London: Nicholas Brealey Publishing.
Whitworth, L., Kimsey-House, K., Kimsey-House, H., & Sandahl, P. (2007). Co-Active coaching: New skills for coaching people toward success in work and life (2nd ed.). California: Davies-Black Publishing
Wood, D., Bruner, J., & Ross, G. (1976). The Role of Tutoring In Problem Solving, Journal of Child Psychology and Psychiatry, 17, 89-100.
Wood, D., Wood, H., & Middleton, D. (1978). An experimental evaluation of four face-to-face teaching strategies. International Journal of Behavioral Development, 1, 131-14
Wood, D., & Wood, H. (1996). Vygotsky, tutoring and learning. Oxford review of Education, 22(1), 5-16.
In-Text Citation: (Kamarudin & Wahab, 2022)
To Cite this Article: Kamarudin, M., & Wahab, N. A. (2022). Coaching and Mentoring among SISC+: Their Roles and Responsibilities, Successes and Challenges, and Their Influence on The Teaching and Learning. International Journal of Academic Research in Progressive Education and Development, 11(3), 1336–1348.
Copyright: © 2022 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode