GUIDING THE NEXT GENERATION: A QUALITATIVE LOOK AT EFFECTIVE TEACHER MENTORING

Abstract

This qualitative study examined the lived experiences, challenges, and perceived enabling factors of teachers involved in the implementation of teacher mentoring programs in T’boli West District. Using in depth interviews and focus group discussions with fifteen public school teachers selected through purposive sampling, the study explored how mentoring shapes professional growth, the obstacles teachers encounter in the process, and the conditions that contribute to effective and sustainable mentoring practices in schools. Colaizzi’s method guided the analysis, allowing the researcher to extract significant statements, formulate meanings, and cluster themes reflective of teachers’ authentic experiences. Findings revealed five major themes describing teachers’ lived experiences in mentoring: professional growth through mentoring, transformational learning from mentors, supportive mentor mentee relationships, enhanced professional identity, and a collaborative learning culture. Teachers consistently reported that mentoring strengthened their instructional competence, classroom management, reflective practice, self-confidence, and sense of belonging within the school community. In terms of challenges, teachers faced structural issues such as time constraints, mismatched expectations, communication barriers, emotional vulnerability, and insufficient institutional support. They navigated these challenges through open dialogue, peer collaboration, reflective tools, flexible adjustment of schedules, and strong reliance on supportive colleagues and mentors. The study also identified key factors that sustain effective mentoring programs, including administrative support, clear mentoring structures, high quality mentor mentee relationships, research informed guidance, and adaptable mentoring approaches responsive to teachers’ contexts. The study concludes that mentoring is a powerful professional development mechanism when adequately structured and supported. It recommends strengthening administrative involvement, institutionalizing clear mentoring guidelines, integrating research based practices, and expanding professional development for mentors. Future research may explore digital mentoring models, long term impacts of mentoring on teacher retention, and culturally responsive mentoring frameworks suited for diverse Philippine school settings.