A Review of Instructional Coaching Model

Abstract

Supporting novice teachers is crucial as they face numerous challenges during their transition from pre-service learning to professional teaching. Insufficient support increases their burnout and decrease their retention in their vocation at school. Instructional coaching has shown potential in supporting teacher professional and practice, but it also has limitations. This paper explores the integration of mentorship programs with instructional coaching models to address the multifaceted needs of novice teachers. Mentorship provides essential emotional and vocational support, complementing the technical focus of instructional coaching. This integration has the potential to renew teacher education programs, offering a comprehensive support system for novice teachers. It also shows promise in reducing novice teacher burnout by addressing both instructional proficiency and emotional resilience. Recommendations include evaluating and rewarding mentors, and providing flexibility and support for mentoring and coaching programs. The integration of instructional coaching model and mentorship aims to empower novice teachers to navigate the challenges of their early careers with confidence and competence, ultimately contributing to the vitality and effectiveness of the education profession. Further research is needed to confirm the anticipated substantive ramifications of this reform.