Unraveling the Worldviews of Coaches in Mathematics Competition in Rural Public Secondary High Schools

This qualitative study addressed the significant research gap concerning the lived experiences of mathematics coaches in rural public high schools in Sultan Kudarat, Philippines, a context often overlooked in existing educational research. Employing a transcendental phenomenological design, the study focused on eight purposively selected coaches, allowing for an in-depth exploration of their unique approaches to teaching and mentoring student-mathematicians within challenging rural environments. Data were gathered through comprehensive, in-depth interviews and analyzed using thematic analysis, which facilitated the identification of key patterns and themes in their experiences. The findings revealed that these coaches adopt a holistic educational philosophy—prioritizing deep understanding over rote memorization and emphasizing essential values such as collaboration, empathy, and resilience. Their multifaceted roles foster transformative personal and professional growth, enhancing important traits such as patience, confidence, and emotional intelligence. At the same time, they balance challenges like stress with a profound sense of pride in their students’ achievements. The coaches envision a future centered on continuous innovation, expanding mentorship programs, and fostering creativity among their students. They derive immense fulfillment from witnessing student success and aspire to become more effective mentors by employing personalized teaching methods tailored to individual learner needs. The study culminated in the development of the Transformative Achievement Program in Mathematics—Coaches Holistic Passion (TAP Math-CoHoP), designed to enhance math proficiency, emotional intelligence, and community engagement. The findings highlight the dual impact of coaching: enriching coaches’ lives through fulfillment and driving student success via personalized methods. Scaling the TAP Math-CoHoP program and providing resources for stress management and collaborative training are strongly recommended to bridge rural-urban educational disparities and support holistic education in similar contexts.