Mentoring Practices as Predictors of Teachers Performance

This study aimed to determine the level of mentoring practices of Master Teachers and their impact on teacher development in public schools of Bukidnon. Specifically, it examined the mentoring practices across these dimensions: instructional support, professional growth, mentoring climate, and mentoring accessibility and interaction frequency. A descriptive correlational research design was employed, utilizing questionnaires to gather quantitative data from selected schools who have Master Teachers and teachers as their mentees. The data were analyzed using mean, standard deviation, qualitative interpretation and pearson-r moment correlation to assess the levels of mentoring practices and performance. Generally, the level of mentoring practices of master teachers in terms of instructional support, professional growth, mentoring climate, mentor accessibility and interaction frequency of public-school teachers in Quezon II are very high. It was revealed that the level of mentoring performance of master teachers based on the PPST domain is very satisfactory. The study found a significant relationship between mentoring practices and the mentoring performance of master teachers. The regression analysis reveals a very strong overall relationship between mentoring practices of Master Teachers and teachers’ performance across PPST domains.

Instructional Support, Professional Growth, Mentoring Climate, Mentor Accessibility and Interaction Frequency.

1. Ainscow, M. (2020). Promoting inclusion and equity in education: Lessons from international experiences. Nordic Journal of Studies in Educational Policy, 6(1), 7–16. [Google Scholar] [Crossref]

2. Bass, B. M. (1985). Leadership and performance beyond expectations. Free Press. [Google Scholar] [Crossref]

3. Black, P., & Wiliam, D. (2018). Classroom assessment and pedagogy. Assessment in Education: Principles, Policy & Practice, 25(6), 551–575. [Google Scholar] [Crossref]

4. Bryk, A. S., Gomez, L. M., Grunow, A., & LeMahieu, P. G. (2015). Learning to improve: How America’s schools can get better at getting better. Harvard Education Press. [Google Scholar] [Crossref]

5. Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice? European Journal of Teacher Education, 40(3), 291–309. [Google Scholar] [Crossref]

6. Darling-Hammond, L. (2022). Powerful teacher education: Lessons from exemplary programs. Jossey-Bass. [Google Scholar] [Crossref]

7. Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute. [Google Scholar] [Crossref]

8. Datnow, A., & Hubbard, L. (2016). Teacher capacity for and beliefs about data-driven decision making: A literature review of international research. Journal of Educational Change, 17(1), 7–28. [Google Scholar] [Crossref]

9. Department of Education. (2017). Philippine Professional Standards for Teachers (PPST). Department of Education, Philippines. [Google Scholar] [Crossref]

10. Department of Education. (2024). DepEd Order No. 5, s. 2024: Guidelines on the roles and responsibilities of master teachers. Department of Education, Philippines. [Google Scholar] [Crossref]

11. Desimone, L. M., & Garet, M. S. (2015). Best practices in teachers’ professional development in the United States. Psychology, Society, & Education, 7(3), 252–263. [Google Scholar] [Crossref]

12. Dewey, J. (1938). Experience and education. Macmillan. [Google Scholar] [Crossref]

13. Edmondson, A. C. (2019). The fearless organization: Creating psychological safety in the workplace for learning, innovation, and growth. Wiley. [Google Scholar] [Crossref]

14. Epstein, J. L. (2018). School, family, and community partnerships: Preparing educators and improving schools (3rd ed.). Routledge. [Google Scholar] [Crossref]

15. Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching: Theory and Practice, 8(3), 381–391. [Google Scholar] [Crossref]

16. Guskey, T. R. (2016). Gauge impact with 5 levels of professional development evaluation. Journal of Staff Development, 37(1), 32–37. Guskey, T. R. (2020). Assessing professional development. Corwin Press. [Google Scholar] [Crossref]

17. Hargreaves, A. (1994). Changing teachers, changing times: Teachers’ work and culture in the postmodern age. Teachers College Press. [Google Scholar] [Crossref]

18. Hargreaves, A., & O’Connor, M. T. (2020). Collaborative professionalism: When teaching together means learning for all. Corwin Press. [Google Scholar] [Crossref]

19. Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge. [Google Scholar] [Crossref]

20. Hattie, J. (2015). What works best in education: The politics of collaborative expertise. Pearson. [Google Scholar] [Crossref]

21. Hattie, J. (2017). Visible learning for teachers: Maximizing impact on learning. Routledge. [Google Scholar] [Crossref]

22. Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. [Google Scholar] [Crossref]

23. Hattie, J., & Timperley, H. (2017). The power of feedback. Review of Educational Research, 77(1), 81–112. [Google Scholar] [Crossref]

24. Knight, J. (2018). The impact cycle: What instructional coaches should do to foster powerful improvements in teaching. Corwin Press. [Google Scholar] [Crossref]

25. Knight, J. (2019). The impact cycle: What instructional coaches should do to foster powerful improvements in teaching. Corwin Press. [Google Scholar] [Crossref]

26. Knight, J. (2021). Instructional coaching handbook: New and revised edition. Corwin Press. [Google Scholar] [Crossref]

27. Ladson-Billings, G. (2021). Culturally relevant pedagogy: Asking a different question. Teachers College Press. [Google Scholar] [Crossref]

28. Marzano, R. J. (2017). The new art and science of teaching. Solution Tree Press. [Google Scholar] [Crossref]

29. Nieto, S. (2018). Language, culture, and teaching: Critical perspectives (3rd ed.). Routledge. [Google Scholar] [Crossref]

30. Sachs, J. (2016). Teacher professionalism: Why are we still talking about it? Teachers and Teaching, 22(4), 413–425. [Google Scholar] [Crossref]

31. Smith, T. M., & Ingersoll, R. M. (2004). What are the effects of induction and mentoring on beginning teacher turnover? American Educational Research Journal, 41(3), 681–714. [Google Scholar] [Crossref]

32. Timperley, H. (2018). Professional conversations and improvement-focused feedback: A review of the research literature and the impact on practice and student outcomes. Australian Institute for Teaching and School Leadership. [Google Scholar] [Crossref]

33. Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms (2nd ed.). ASCD. [Google Scholar] [Crossref]

34. van der Kolk, H. (2020). Teachers’ engagement in professional learning: The role of mentoring and collaboration. Teaching and Teacher Education, 96, 103–120. [Google Scholar] [Crossref]

35. Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press. [Google Scholar] [Crossref]

36. Wiggins, G., & McTighe, J. (2019). Understanding by design (Expanded 2nd ed.). ASCD. [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study