Outcome-Based Instructional Coaching to Strengthen Teacher Professional Development

This study examined the extent of instructional coaching implementation and its relationship with teacher professional development among public secondary school teachers in Carmen I District, Bohol, Philippines. A quantitative descriptive-correlational design was employed, involving 50 teachers from three schools through total enumeration during School Year 2026–2027. Data were collected using a content-validated structured questionnaire and analyzed through descriptive statistics and Pearson product-moment correlation. Instructional coaching was generally implemented (WM = 4.16), with classroom observation (WM = 4.29) and post-observation feedback (WM = 4.23) receiving the highest ratings. Teacher professional development was likewise favorably perceived (WM = 4.19), particularly in content knowledge and pedagogy (WM = 4.28) and reflective teaching (WM = 4.27). A statistically significant positive, low-to-moderate relationship was established between instructional coaching and professional development (r = 0.35, p = 0.014). However, progress monitoring and documentation (WM = 4.06) and assessment-related competencies (WM = 4.09) emerged as priority areas for improvement. The findings indicate that stronger coaching implementation is associated with higher perceived professional development without establishing causation. Schools should strengthen coaching follow-through, systematic progress monitoring, and targeted Learning Action Cell mentoring. The geographically limited sample and reliance on self-reported data constrain generalizability. By identifying actionable gaps in instructional support, the study provides an empirical basis for enhancing school-based professional learning and promoting educational sustainability aligned with Sustainable Development Goal 4: Quality Education.