Teaching Practices, Occupational Stress, and Coaching Competence of Teacher-Coaches in Western Visayas

This study determined the levels of teaching practices, occupational stress, and coaching competence of public secondary school teacher-coaches in Western Visayas during the School Year 2025–2026. It assessed teaching practices in instructional planning, classroom management, instructional strategies, and assessment and feedback; occupational stress in workload demands, role conflict, time pressure, and organizational support; and coaching competence in technical and tactical knowledge, training design and planning, communication and leadership, and athlete motivation and development. It also examined the significant differences in coaching competence when grouped according to levels of teaching practices and occupational stress, as well as the relationships among these variables. The study employed an explanatory sequential mixed-methods design. Quantitative data were collected through standardized survey instruments and analyzed using descriptive and inferential statistics, followed by focus group discussions (FGDs) with selected teacher-coaches to explain and enrich the quantitative findings. The respondents were 300 public secondary school teacher-coaches selected through stratified random sampling from an estimated population of 1,200. Data were gathered using the Teaching Practices Questionnaire, Occupational Stress Inventory–Revised, and Coaching Competence Scale. Statistical tools included frequency, percentage, mean, standard deviation, one-way Analysis of Variance (ANOVA), and Pearson product-moment correlation, with all inferential tests set at the 0.05 level of significance. Findings revealed that teacher-coaches demonstrated very high levels of teaching practices and coaching competence, while occupational stress was generally high. Workload demands were rated very high, whereas role conflict, time pressure, and organizational support were high. A significant difference in coaching competence was found when grouped according to teaching practices, while no significant difference was found when grouped according to occupational stress. Teaching practices showed a significant positive relationship with coaching competence, while no significant relationships were found between teaching practices and occupational stress and between occupational stress and coaching competence. Based on the findings, the PEAK-Coach Model and PEAK-Coach App were developed to enhance teaching practices, coaching competence, and teacher well-being.