ABSTRACT
This study determined the significant relationship between mentoring skills of School Heads and Teaching Performance of Junior High School Teachers. A proposed Instructional Supervisory Plan were formulated based on the result of the study. This study adopted a descriptive survey research design to examine the relationship between the mentoring skills of school heads and the teaching effectiveness of junior high school teachers. The descriptive survey method is particularly appropriate for this research because it sought to gather data based on the perceptions, opinions, and experiences of the respondents concerning specific leadership practices and instructional performance. The Test of Relationship Between the Mentoring Skills of School Heads and Teachers’ Performance Based on COT. The purpose of this table is to determine whether the mentoring practices of school heads significantly influence the classroom performance of teachers as assessed through the Classroom Observation Tool (COT). It shows the computed correlation coefficient (r), t-value, and table value at a 0.05 level of significance to establish the presence and strength of the relationship between the two variables. Based on the results, a correlation coefficient (r) was obtained, which indicates a moderate positive relationship between the mentoring skills of school heads and teachers’ performance. This means that as the mentoring competence of school heads increases, teachers’ performance also tends to improve. The computed t-value which is greater than the table value at a 0.05 level of significance, leads to the decision to reject the null hypothesis (Ho). This statistical evidence confirms that the relationship observed is not due to chance, thereby signifying that mentoring plays a substantial role in shaping and enhancing teaching performance. The results imply that a strong mentoring program positively influences the professional growth and classroom effectiveness of teachers. The significant relationship observed reveals that school heads who demonstrate high levels of communication, coaching, reflective practice, and interpersonal leadership skills tend to inspire teachers to perform better during classroom observations. The overall results imply that effective mentoring enhances teachers’ instructional delivery, fosters reflective teaching habits, and promotes greater use of innovative teaching strategies, leading to improved learner engagement and academic performance.
Keywords: Mentoring Skills, School Heads, Teaching performance, Junior High School Teachers
INTRODUCTION
Instructional Mentoring skills of school heads refer to their capacity to guide, support, and develop teachers through personalized feedback, modeling effective practices, and facilitating reflective professional growth. In the context of junior high school education, strong mentoring from school administrators plays a pivotal role in improving teaching effectiveness. Through consistent observation, coaching conversations, and tailored guidance, mentors help teachers refine instructional strategies, deepen content understanding, and adapt to classroom challenges. This study investigates how mentoring skills of school heads influence the teaching effectiveness of junior high school science teachers, emphasizing the importance of mentorship as a collaborative, ongoing partnership.
Esllera and Escala (2024) found that elements such as instructional feedback, communication, and supportive environments significantly bolster teachers’ self-efficacy—an essential element of effective teaching—though mere feedback provision alone was not sufficient. These findings underscore mentorship as more than administrative oversight; proper mentoring nurtures teacher growth, resilience, and instructional improvement.
Despite compelling evidence, many schools still rely on minimal or informal mentoring approaches—often limited to occasional classroom walkthroughs or generic feedback. In junior high science, teachers face unique challenges: rapidly evolving scientific concepts, integration of laboratory activities, and demands for inquiry-based instruction. Without intentional mentoring, teachers may lack the specialized guidance needed to navigate these complexities, which may result in diminished instructional quality, teacher burnout, or ineffective classroom practices. This gap underscores the urgent need for a thorough investigation into how school heads’ mentoring skills directly support teaching effectiveness in science classrooms.
In addressing this need, this study examines the current mentoring practices of school heads and their correlation with teaching effectiveness among junior high science teachers. By focusing on variables such as frequency of coaching conversations, specificity of feedback, and collaborative lesson planning, the study seeks to identify which mentoring behaviors most effectively support teachers. It aims to reveal whether intentional, structured mentoring leads to improved instructional delivery, classroom management, and student learning outcomes—especially within science education. This focus aligns with global efforts emphasizing mentorship as a cornerstone of effective teacher development and retention strategies.
The researcher’s interest in this topic stems from firsthand experience as a classroom teacher who greatly benefited from the guidance of an effective school head. Having witnessed how strong mentorship can elevate teacher confidence, clarify instructional goals, and instill a sense of professional direction, the researcher recognizes the powerful role school leaders play in shaping teaching effectiveness. These experiences have sparked a deep commitment to exploring how structured mentoring and coaching practices can positively influence teachers across various levels and contexts.
Additionally, the researcher aspires to assume a leadership role in education and acknowledges that a strong understanding of the relational dynamics between school heads and teachers is essential for fostering a supportive and high-performing school environment. By focusing on mentoring skills, the study aligns with the researcher’s vision of leadership as an empowering, collaborative endeavor—one that nurtures teacher growth rather than enforces authority.
The choice of this topic is further influenced by the observation that mentoring and coaching are frequently undervalued components of school leadership, especially in rural and under-resourced schools. In such contexts, leadership often prioritizes administrative tasks, while teacher development remains under-supported. The researcher aims to underscore the importance of mentoring not as an optional add-on, but as a core element of instructional leadership and sustainable school improvement.
By embedding this perspective within the study, the researcher aims to highlight both the practical and transformative potential of mentoring in school leadership. It is hoped that the findings will contribute to building a school culture where continuous learning, trust, and shared leadership are not just encouraged but institutionalized.
This study determined the significant relationship between mentoring skills of School Heads and Teaching Performance of Junior High School Teachers. A proposed Instructional Supervisory Plan were formulated based on the result of the study.
see PDF attachment for more information