ABSTRACT
This study determined the significant relationship between the Perceived Benefits of School Heads’ Mentoring Practices on Teachers’ Instructional Competence. A proposed Instructional Supervisory Plan was formulated based on the result of the study. The study on Perceived Benefits of School Heads’ Mentoring Practices on Teachers’ Instructional Competence employs a descriptive-correlational research design to determine the relationship between the mentoring practices of school heads and the instructional competence of teachers. This design was chosen as it allows the researcher to describe the existing mentoring approaches of school heads and measure how these relate to teachers’ instructional performance without manipulating any variables. Data were collected through a structured survey questionnaire that measures the extent of mentoring practices and the level of instructional competence among teachers. The responses were analyzed using statistical tools such as mean, standard deviation, and Pearson correlation to determine the degree and significance of the relationship between the variables. The Test of Relationship Between School Heads’ Mentoring Practices and Teacher Classroom Practices examined the association between the two variables using Pearson’s r correlation coefficient. It determined whether a significant relationship exists between school heads’ mentoring practices and teachers’ classroom competence, as well as the corresponding decision on the null hypothesis and the interpretation of the results. As reflected in the table, the analysis revealed a strong positive correlation between school heads’ mentoring practices and teachers’ competence. This indicates that as the level and quality of mentoring practices of school heads increase, teachers’ classroom competence also tends to improve. The statistical test confirmed that the observed relationship is significant and not due to chance. The strength of the correlation falls within the range interpreted as a strong positive relationship.
Given that the statistical test showed significance at the prescribed level, the null hypothesis was rejected. Therefore, there is a statistically significant relationship between school heads’ mentoring practices and teacher classroom practices. The interpretation—Significant Relationship (Strong Positive)—confirms that effective mentoring by school heads is closely associated with higher levels of teacher competence in the classroom.
Overall, the findings reveal a strong positive and statistically significant relationship between the two variables, leading to the rejection of the null hypothesis. The result implies that enhanced mentoring practices of school heads significantly contribute to improved teacher classroom practices. This suggests that leadership behaviors such as guidance, constructive feedback, coaching, and sustained professional support play a crucial role in strengthening teachers’ instructional competence and overall classroom effectiveness.
Keywords: Perceived Benefits, Mentoring Practices, School Heads, Teachers Instructional Competence
INTRODUCTION
Mentoring is a crucial aspect of educational leadership that fosters continuous professional development among teachers. School heads play an integral role not only as administrators but also as mentors who guide, coach, and inspire teachers toward instructional excellence. The perceived benefits of mentoring practices on teachers’ instructional competence is evident in how school heads provide support, feedback, and modeling of effective teaching practices. When mentoring is done consistently and purposefully, it enhances teachers’ ability to plan lessons, deliver instruction effectively, manage classrooms efficiently, and assess student learning accurately. In the teaching profession, competence is not static—it grows through reflection, collaboration, and support. Therefore, the mentoring practices of school heads serve as the backbone of teacher development, shaping how educators adapt to curriculum reforms, integrate innovative teaching methods, and address the diverse learning needs of students. In this light, the study seeks to explore how school heads’ mentoring practices influence the instructional competence of teachers in public schools.
Review of Related Literature
According to Ali and Ahmed (2022) in their study “Mentoring as a Tool for Professional Growth among Teachers: A Study of Leadership Practices in Public Schools” published in the International Journal of Education and Pedagogical Studies, effective mentoring by school heads significantly enhances teacher performance and classroom management skills.
The researcher believes that effective mentoring practices bridge the gap between theoretical knowledge and classroom realities. Through consistent guidance and coaching, teachers gain confidence, refine their strategies, and become more responsive to student needs. The researcher also views mentoring as a reflection of a school’s learning culture—when school heads prioritize mentoring, they create an environment of trust, collaboration, and shared accountability. The study aims to generate insights that could help both new and experienced teachers enhance their teaching competence through improved mentoring frameworks. It is the researcher’s conviction that mentoring, if done with empathy and consistency, can transform teachers into lifelong learners and innovators in their profession.
One of the major problems was the hesitation of respondents to provide candid feedback about their mentoring experiences due to concerns about confidentiality and potential misinterpretation of responses. Ensuring anonymity and building trust among participants required careful communication and ethical handling. Despite these obstacles, the researcher remained dedicated to completing the study, viewing each problem as an opportunity to strengthen research skills and perseverance.
Understanding the impact of school heads’ mentoring practices on teachers’ instructional competence is essential in promoting quality education. The findings of this study are expected to serve as a guide for school administrators in designing mentoring programs that truly address teachers’ developmental needs. Moreover, it aims to inspire educators to embrace mentoring as a pathway to continuous improvement. Ultimately, this study seeks to emphasize that effective mentoring is not merely a leadership responsibility—it is a shared commitment to nurturing competent, confident, and compassionate teachers who can drive meaningful learning experiences for their students.
This study determined the significant relationship between the Perceived Benefits of School Heads’ Mentoring Practices on Teachers’ Instructional Competence. A proposed Instructional Supervisory Plan was formulated based on the result of the study.
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