Factors Affecting Collegial Coaching Implementation in Schools of Sodo Town and Sodo Zuria District of Wolaita Zone in Ethiopia

Abstract

The study was conducted in Sodo Town and Sodo Zuria District schools of Wolaita Zone to identify factors affecting effective implementation of collegial coaching in schools. Six primary schools such as Shola Kuto, Waja Kero, Waraza Gerera and Ofa Gandaba from Sodo Zuria District and Abiyot Chora and Ligaba in Sodo Town were purposively selected taking into account their rich teaching learning experiences. About 85 teachers (48 male and 37 female) out of 263 teachers were selected using simple random sampling technique. Both primary and secondary data sources were used to generate quantitative data types. Primary data were gathered from teachers through structured questionnaire using interview schedule. The collected data were analyzed by using descriptive statistics (percentage, frequencies, mean and standard deviation) and inferential statistics such as chi-square test, crosstab, correlation and binary logit model. Crosstab analysis, correlation analysis and binary logit model results showed that effective implementation of collegial coaching in schools was affected by lack of trust among teachers and between teachers and school administrators, unwillingness of teachers to work in collegiality, management style applied in schools and lack of effective communication and interpersonal relationship. The study recommends a holistic approach which includes providing training for teachers on collegial coaching practices, developing trust, communication and interpersonal skills, allocating time and resources for collegial practices, supervising classroom teaching and giving nonjudgmental feedbacks.