The perceptions of secondary school teachers regarding the utilization of coaching and mentoring approaches in teaching literature

Abstract

Coaching and mentoring methods in literature classes can be particularly effective in helping students engage with complex literary texts on a deeper level. In this study, teachers reported integrating coaching techniques such as guided questioning and goal-setting to help students analyze texts more critically. For instance, rather than asking students to simply summarize a literary work, coaching encourages them to explore underlying themes, character motivations, and the author’s intent. Teachers guide students through this process by asking reflective questions like, “What might the author be trying to convey through this character's actions?” or “How does this passage reflect larger societal issues?”. Mentoring helps students connect literature to their own life experiences, making the subject matter more relatable and impactful. This method allows students to apply lessons from literature to their personal development, using stories and characters as models for navigating their own growth. By integrating coaching and mentoring, teachers move away from the traditional approach of rote memorization. Instead, they create a dynamic learning environment where students are active participants in their own learning journey.