Effect Of Mentoring Skills of Master Teachers on Instructional Practices of Teachers and Pupils’ Academic Performance

AUTHOR(S)

Edgar C. Dingal

ABSTRACT

This study described the mentoring skills of master teachers on teachers’ instructional practices, instructional practices of teachers, and pupils’ academic performance. This study also determined if the mentoring skills of master teachers have an effect on the teachers’ instructional practices, and pupils’ academic performance.
Descriptive and correlational analyses were used in the study through the use of survey questionnaires. The respondents of the study were the twenty-seven (27) elementary master teachers, two hundred seventy (270) elementary regular teachers, and three hundred twenty-nine (329) grade 6 pupils from all schools in the Dipolog City Division.
Two research instruments were used in this study. One instrument was used to gather information about the profile of master teachers. The second instrument was used to determine the mentoring skills of master teachers on teachers’ instructional practices on mastery of the subject matter, teaching strategy, classroom strategy, evaluation, and mentoring. It was also used to determine the instructional practices of teachers and pupils’ academic performance.
Descriptive analysis was made by classifying the respondent groups according to demographic profile. Correlational analysis was used to determine the relationship between the variables. The statistical methods used to analyze and interpret the results were the frequency, percent, weighted mean, standard deviation, Mann-Whitney U Test, Kruskal-Wallis H Test, and the Spearman RankOrder Correlation Coefficient.
The mentoring skills of master teachers have a very high effect on teachers’ instructional practices. The teachers’ instructional practices were very highly effective and the pupils’ academic performance was outstanding. The mentoring skills of master teachers significantly and highly influence the teachers’ instructional practices. Master teachers who are very highly skilled will enhance the teachers’ instructional practices to be very highly effective. However, the mentoring skills of master teachers along mentoring have a moderate significant effect on pupils’ academic performance.
The researcher encourages master teachers to explore more effective mentoring skills that could augment and enhance the instructional practices of teachers and performance of the pupils. The mentoring skills, namely; Mastery of the Subject Matter Skills, Teaching Strategy Skills, Classroom Management Skills, Evaluation Skills, and Mentoring Skills should be applied and adapted in the classroom instruction to ensure variety and efficiency of teaching the subject and improve academic performance of the pupils.