Mentoring Practices and Pre-Service Teacher-Education Performance in Selected Higher Education Institutions in Cavite: Basis for A Teach Upskilling Development Program

Teacher mentoring has become an essential component of pre-service teacher education by facilitating the transition from pedagogical theory to authentic classroom practice. Effective mentoring strengthens instructional competence, professional identity, classroom management, and reflective practice among future educators. This study assessed mentoring practices and pre-service teacher education performance at selected higher education institutions in Cavite to inform the development of a TEACH Upskilling Development Program. Specifically, the study examined mentoring practices in terms of coaching and supervision, observation, feedback mechanisms, and co-planning opportunities; evaluated pre-service teacher-education performance; determined significant differences among school heads, critic-teachers, and mentees; examined the relationship between mentoring practices and teacher-education performance; identified mentoring challenges; and assessed the acceptability of the proposed development program. A descriptive-correlational research design was employed involving 216 respondents consisting of school heads, critic-teachers, and pre-service teachers. Data were gathered using a validated, researcher-developed questionnaire and analyzed using frequencies, percentages, weighted means, standard deviations, analysis of variance, and Pearson Product-Moment Correlation. Findings revealed that mentoring practices and pre-service teacher-education performance were generally assessed as highly evident. Significant differences were observed among respondent groups in selected variables, while mentoring practices demonstrated a significant positive relationship with teacher-education performance. The proposed TEACH Upskilling Development Program was likewise rated highly acceptable, indicating its feasibility for strengthening mentoring systems within teacher education institutions. The study concludes that effective mentoring substantially contributes to the professional preparation of future teachers and recommends institutionalizing structured mentoring programs across teacher education institutions.

mentoring practices, pre-service teachers, teacher education, practicum, professional development, higher education institutions, mentor teachers

1. Ambrosetti, A., & Dekkers, J. (2022). Mentoring beginning teachers: A framework for mentor development. Professional Development in Education, 48(4), 587–602. [Google Scholar] [Crossref]

2. Association of Southeast Asian Teacher Education Network. (2023). Teacher education quality framework for Southeast Asia. AsTEN. [Google Scholar] [Crossref]

3. Bruner, J. S. (1966). Toward a theory of instruction. Harvard University Press. [Google Scholar] [Crossref]

4. Caires, S., Almeida, L., & Vieira, D. (2021). Becoming a teacher: Student teachers' perceptions of mentoring during practicum. Teaching Education, 32(4), 418–435. [Google Scholar] [Crossref]

5. Commission on Higher Education. (2017). CHED Memorandum Order No. 74, Series of 2017: Policies, standards, and guidelines for Bachelor of Elementary Education and Bachelor of Secondary Education programs. Commission on Higher Education. [Google Scholar] [Crossref]

6. Commission on Higher Education. (2023). Higher education statistical bulletin. Commission on Higher Education. [Google Scholar] [Crossref]

7. Commission on Higher Education. (2024). Outcomes-based quality assurance framework for Philippine higher education. Commission on Higher Education. [Google Scholar] [Crossref]

8. Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Sage Publications. [Google Scholar] [Crossref]

9. Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2022). Effective teacher professional development. Learning Policy Institute. [Google Scholar] [Crossref]

10. Department of Education. (2022). Philippine Professional Standards for Teachers (PPST): Beginning Teacher Indicators. Department of Education. [Google Scholar] [Crossref]

11. Department of Education. (2024). Basic education report 2024. Department of Education. [Google Scholar] [Crossref]

12. European Commission. (2022). Supporting teacher educators for quality teacher education. European Commission. [Google Scholar] [Crossref]

13. Field, A. (2018). Discovering statistics using IBM SPSS Statistics (5th ed.). Sage Publications. [Google Scholar] [Crossref]

14. Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2022). Multivariate data analysis (9th ed.). Cengage Learning. [Google Scholar] [Crossref]

15. Hobson, A. J. (2021). Teacher mentoring: International perspectives and future directions. Educational Review, 73(6), 653–671. [Google Scholar] [Crossref]

16. Hudson, P. (2023). Mentoring preservice teachers: Contemporary perspectives on effective mentoring. Australian Journal of Teacher Education, 48(3), 1–19. [Google Scholar] [Crossref]

17. Ingersoll, R. M., & Strong, M. (2021). The impact of induction and mentoring programs on beginning teachers: A systematic review. Review of Educational Research, 91(2), 201–233. [Google Scholar] [Crossref]

18. International Task Force on Teachers for Education 2030. (2023). Global report on teachers. UNESCO. [Google Scholar] [Crossref]

19. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press. [Google Scholar] [Crossref]

20. McCombes, S. (2023). Descriptive research: Definition, design, methods, and examples. Scribbr. [Google Scholar] [Crossref]

21. Organisation for Economic Co-operation and Development. (2024). Effective professional learning for teachers. OECD Publishing. [Google Scholar] [Crossref]

22. Piaget, J. (1972). The psychology of the child. Basic Books. [Google Scholar] [Crossref]

23. Philippine Normal University. (2024). National teacher education policy recommendations. Philippine Normal University. [Google Scholar] [Crossref]

24. Republic Act No. 10533. (2013). Enhanced Basic Education Act of 2013. [Google Scholar] [Crossref]

25. Republic Act No. 10912. (2016). Continuing Professional Development Act of 2016. [Google Scholar] [Crossref]

26. Republic Act No. 11713. (2022). Excellence in Teacher Education Act. [Google Scholar] [Crossref]

27. Robbins, S. P., & Judge, T. A. (2023). Organizational behavior (19th ed.). Pearson. [Google Scholar] [Crossref]

28. Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books. [Google Scholar] [Crossref]

29. Teacher Education Council. (2024). National teacher education framework. Teacher Education Council. [Google Scholar] [Crossref]

30. UNESCO. (2021). Reimagining our futures together: A new social contract for education. UNESCO. [Google Scholar] [Crossref]

31. UNESCO. (2024). Strengthening teacher education systems. UNESCO Publishing. [Google Scholar] [Crossref]

32. United Nations. (2023). The Sustainable Development Goals Report 2023. United Nations. [Google Scholar] [Crossref]

33. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. [Google Scholar] [Crossref]

34. World Bank. (2022). Improving teacher effectiveness in developing countries. World Bank. [Google Scholar] [Crossref]

35. World Bank. (2023). World Development Report 2023. World Bank. [Google Scholar] [Crossref]

36. World Bank. (2024). Education systems for resilient societies. World Bank. [Google Scholar] [Crossref]

37. Yusof, N., Ismail, R., & Ahmad, M. (2022). Mentoring practices and professional competence among pre-service teachers. International Journal of Instruction, 15(4), 921–940. [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