Capacity Building of Teachers for school education through school coaching approach

The project was applied in order to address the multifaceted issue of ESL, a challenge with deep psychological, social, and educational implications. ESL results from complex interactions between individual, family, school, and societal factors. Disengagement from education often stems from a lack of academic motivation, poor self-regulation, and feelings of alienation in the school environment, especially for students from disadvantaged backgrounds. The project introduces a school coaching approach, grounded in educational psychology and student-centered learning theories. It aims to develop intrinsic motivation by fostering self-awareness, goal-setting abilities, and resilience in students. This approach enhances self-efficacy, which is crucial for improving both academic performance and emotional well-being. Teachers are provided with tools to build stronger relationships with students, fostering a supportive, growth-oriented learning environment. By equipping teachers with skills in coaching and reflective practice, the project also enhances pedagogical adaptability. This approach promotes inclusive education, addressing the diverse needs of students, and actively involving families and communities to support students.

By implementing the project, we aimed to address the issue of early school leaving (ESL) through scientifically grounded objectives focused on student engagement and teacher empowerment. Our primary objective was to reduce ESL rates by fostering intrinsic motivation and self-efficacy in students, particularly those from disadvantaged backgrounds. Drawing on educational psychology, we sought to improve students' self-regulation, goal-setting, and cognitive skills—factors essential for resilience and academic success. We also aimed to equip teachers with coaching methodologies based on student-centered learning theories. The goal was to enhance their ability to build supportive relationships, identify early signs of disengagement, and apply differentiated teaching strategies. By promoting reflective practice, we intended to improve teachers' adaptability in addressing diverse student needs. Furthermore, we aimed to strengthen collaborative networks between schools, families, and communities to create a multi-tiered support system. This holistic approach was designed to support both academic and personal development, fostering a sustainable reduction in dropout rates while enhancing overall educational outcomes​.

In the project, we implemented a series of scientifically grounded activities to address ESL and improve student engagement. Initially, we collected best practices from various educational systems, focusing on effective interventions for preventing ESL.These best practices were synthesized into a Quick Scan, providing a structured analysis of strategies that foster student engagement and resilience in diverse contexts. Building on this foundation, we developed a School Coaching Approach (SCA), grounded in educational psychology and student-centered learning theories. Next, we trained a group of mentors in this SCA, ensuring that they mastered the necessary coaching methodologies. These mentors subsequently trained teachers in applying these techniques in real classroom settings. The mentor training focused on equipping teachers with strategies to enhance student goal-setting, time management, and emotional regulation.The trained teachers then applied the coaching techniques with their students, using the acquired skills to create a more supportive, individualized learning environment. By promoting adaptive teaching strategies, teachers were able to address the specific needs of each student, improving engagement and reducing ESL.

In the project, we first collected best practices from various educational systems to identify effective strategies for preventing ESL. Based on these insights, we developed a questionnaire for the Quick Scan (for schools, parents and students) in order to assess the school climate, focusing on factors that influence student engagement and dropout rates. The findings from this analysis informed the development of the School Coaching Approach, grounded in educational psychology and student-centered pedagogy. This approach aimed to enhance teachers' ability to support students in developing self-regulation, goal-setting, and emotional resilience. Subsequently, we designed comprehensive training materials aligned with this approach and conducted training sessions for mentors, who were responsible for transferring these skills to teachers. The trained teachers then applied the coaching techniques with their students, fostering improvements in motivation, academic performance, and emotional regulation. Additionally, the project facilitated the creation of collaborative networks between schools, families, and communities, establishing a robust support system that reinforced the outcomes and contributed to a reduction in ESL rates​.