Mentoring Practices of Master Teachers and its Impact on Teachers’ and Students’ Performance: Proposed Mentoring Practices Enhancement Program

AUTHOR(S)

Cynthia M. Aranda

ABSTRACT

This study assessed the mentoring practices of master teachers and its impact on teachers’ and students’ performance which was utilized as basis in formulating a proposed mentoring practices enhancement program.
The respondents of the study were the seven hundred fifty-nine (759) teachers and forty-one (41) master teachers from the 3rd Congressional District of Zamboanga del Norte. Survey and correlational methods were employed through the use of questionnaire as the data gathering tool. The performance rating of teachers (IPCRF) and the Mean Percentage Score (MPS) of the students were taken from the Principal’s Office.
Frequency count, weighted mean, standard deviation, Mann-Whitney U Test, Kruskal-Wallis H Test, and the Spearman Rank-Order Correlation Coefficient were the statistical tools used to answer the problems set forth in the study.
The findings revealed that the master teachers were performing their duties to a great extent and that there was no significant difference when they are grouped according to profile in terms of sex, length of service as master teacher and number of trainings and seminars in mentoring attended. Based on the IPCRF ratings, it was proven that the master teachers collectively got very satisfactory performance and that there was a significant relationship between the extent of mentoring practices and their performance. Regarding the students’ performance, records shows that generally they are moving towards mastery. It was further found out that there was a significant relationship between the mentoring practices of master teachers and students’ performance.
As revealed in the findings, it was concluded that the master teachers performed their tasks to a great extent, and it has a significant relationship with teachers and students’ performance. Recommendations such as acquisition of state-of-the-art equipment shall be done to sustain the best mentoring practices, and the master teachers should enroll in graduate courses which is aligned with their specialization to be more effective in their functions as master teacher.