Mentoring Practices as Predictors of Teachers Performance

Abstract

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.