Mentoring Practices of Master Teachers: Developing a Collegial Relationship

Abstract

This study discovered the mentoring practices of master teachers through the lens of teachers as mentees. Ten (10) teachers of Talomo-B District, Division of Davao City, participated in the study.  This study used a phenomenological approach to extract the participants' ideas. The in-depth interview was employed to gather some information on teachers’ experiences and coping mechanisms with the challenges of the mentoring practices of master teachers. Using the thematic analysis, the following themes emerged in teachers' experiences being mentored by master teachers: personalized support, modeling effective teaching practices, and professional development opportunities. The identified themes on the coping mechanisms of teachers with the challenges of the mentoring practices of master teachers delved into setting realistic expectations, promoting a collaborative and supportive environment, and establishing prioritization and time management.  The insights drawn from the findings of the study emphasized trust and rapport, structured mentoring programs, and promoting a growth mindset.  Results revealed that teachers should actively engage in mentoring programs to support their professional growth and development. Moreover, master teachers as mentors played significant roles as the strong support of teachers who provide technical assistance in performing their functions.