Effect of School Head’s Mentoring Skill on Teachers’ Morale and Performance: Basis for Developing an Intervention Program

AUTHOR(S)

Celso C. Overa, EMD

ABSTRACT

The study aimed to determine the school heads’ instructional mentoring skills and their effect on teachers’ morale and performance in the divisions of Zamboanga del Norte, Dipolog City, and Dapitan City during the school year 2019-2020. Survey and correlational methods of research were used, involving 258 school heads and 374 teachers. Data were treated using weighted mean and the Spearman Rank-Order Correlation Coefficient. Findings revealed that school heads in the divisions under investigation were very much skillful in instructional mentoring activities. The teachers had positive morale and very high teaching performance. Furthermore, the level of school heads’ mentoring skills in the three divisions was low and positively correlated with the teachers’ morale but not significant. Moreover, the level of school heads’ mentoring skills in Zamboanga del Norte and Dapitan City was moderately and positively correlated with and significantly related to the teachers’ level of performance. However, the level of school heads’ mentoring skills in Dipolog City was low but positively correlated with and significantly related to the teachers’ level of performance. The study concluded that school heads in Zamboanga del Norte, Dipolog City, and Dapitan City coach the teachers on being more aggressive, working smarter and harder, and getting to a place where the teachers know what to do when the school heads are not around. With this, school heads in the three divisions should redefine and strengthen their mentoring procedures through the School Heads’ Feedback System to boost further teachers’ morale and maintain very high performance.