Promoting the Learning Management Competencies of Pre-Service Teachers through Positive Coaching Strategies

Abstract

The purposes of this research were to 1) to examine positive coaching strategies that promote the learning management competencies of pre-service teachers, 2) to study the learning management competencies of pre-service teachers who received positive coaching strategies, and 3) to explore the perspectives of pre-service teachers toward positive coaching strategies. The research target group consisted of 12 students who studied in the Master of Education Program in Curriculum and Instruction at Nakhon Sawan Rajabhat University, who were registered in the Teacher Professional Internship 2 course in the second semester of the academic year 2024. The participants were selected through purposive sampling. The research instruments included: 1) a positive coaching activity plan, 2) a learning management competency assessment form, and 3) a questionnaire on opinions. Qualitative data were analyzed using content analysis, while quantitative data were analyzed using percentage, mean, and standard deviation. The results found that:

            1) positive coaching strategies that enhanced students’ learning management competencies consisted of goal setting, positive feedback, positive reinforcement, and reflective thinking, 2) after the use of positive coaching strategies, the students showed higher levels of learning management competencies compared to before participating in the research. The results showed 9 students (75.00%) achieved an excellent level, 2 students (16.67%) achieved a very good level and 1students (8.33%) achieved a good level and 3) Overall, the students showed that positive coaching strategies enhanced their confidence, while the reflective practices provided them with clearer guidelines for further self-development.