Peer-Coaching and Mentoring Synergy: Optimizing Educators' Pedagogical Competence through Collegial Collaboration

Abstract

This study aims to analyze the effectiveness of the synergy between peer-coaching and mentoring strategies in optimizing educators' pedagogical competence by strengthening collegial collaboration in the school environment. The research approach used was a qualitative case study. Data were collected through in-depth interviews, participatory observation in learning communities, and documentation of teaching reflection results. Data analysis used an interactive model, and data validation used triangulation. The results showed that peer-coaching and mentoring at SMP Negeri 2 Srono encouraged professional collaboration through peer observation, joint reflection, and sharing of learning practices. Intergenerational interactions strengthened pedagogical competence, increased teacher self-confidence, and encouraged participation in professional development. This synergy helped build a collegial learning culture and improve the quality of learning in schools. These findings confirm that an inclusive and sustainable collaborative learning culture is more effective in strengthening pedagogical competence than a top-down professional development approach, while also enriching the study of educational human resource management at the educational unit level. This research contribution offers a model for developing pedagogical competence based on peer-coaching and mentoring that places collegial collaboration as a primary strategy for improving teacher professionalism.