Coaching Capability of School Paper Advisers in Nueva Ecija: Basis for a Training and Development Plan

Abstract

This study assessed the coaching capability of secondary school paper advisers (SPAs) in the Schools Division of Nueva Ecija as basis for a training and development plan. It described the respondents' profile, evaluated their coaching capability in terms of coaching attitude, professional qualities, communication skills, analytical skills, and technological knowledge, and examined whether capability differed across selected profile variables. A descriptive quantitative design was used. Data were gathered through a validated survey questionnaire administered through Google Forms to 255 secondary SPAs selected through purposive sampling. Frequency, percentage, weighted mean, and analysis of variance were used to analyze the data. Findings showed that the respondents were predominantly female, commonly held Teacher III positions, generally had graduate-level units, and were largely assigned to rural schools. Although most had attended campus journalism-related training, a substantial proportion had not received formal training. Overall coaching capability was rated effective (M = 3.56). Professional qualities obtained the highest mean (M = 3.74), followed by coaching attitude (M = 3.70), communication skills (M = 3.63), analytical skills (M = 3.51), and technological knowledge (M = 3.24), which was rated fairly effective. Coaching capability did not differ significantly according to age, gender, educational attainment, years of teaching experience, academic rank, or school location. A significant difference was found according to relevant trainings attended (p = .001). The findings indicate that sustained, needs-based training should prioritize technological knowledge while reinforcing the advisers' established coaching strengths.