Mentoring and Support Behavior of Colleagues towards Teachers&#039; Teaching Performance

Jeselle Jean  Rana,; Marilou  Rodriguez,

Mentoring and Support Behavior of Colleagues towards Teachers' Teaching Performance

Abstract:

The purpose of this study is to investigate the effect of colleagues' mentoring and support behaviors on teachers' teaching performance. To address this issue, this study delves into the research objectives, to wit: (1) determine the extent of mentoring and supportive relationship of teachers in Mamaran Elementary School in the Division of Gingoog City; (2) assess the level of teachers' teaching performance according to rating such as outstanding, very satisfactory, satisfactory, unsatisfactory, and poor; and (3) test the relationship between the teachers' teaching performance and the extent of mentoring and supportive relationship of teachers in Mamaran Elementary School in the Division of Gingoog City. This study utilized a patterned questionnaire, wherein the researcher analyzed, interpreted, and reported on the present status of the challenges faced by teachers in terms of mentoring and support behavior. The mean distribution was also utilized to test the relationship between the teachers' teaching performance and the extent of mentoring and supportive behavior. Generally, the respondents verbally described the extent of mentoring and supportive relationships. Similarly, they always insist that teachers treat each other as members of a family. Furthermore, the findings reveal that teachers consistently provide support to the personal and professional concerns of their fellow teachers. The majority of respondents achieved a very satisfactory level of teaching performance. On the contrary, only a few of the teacher respondents obtained an outstanding level of teaching performance. The findings reveal that the extent of mentoring and supportive relationships shows a low or slight relationship to the teachers' teaching performance, as indicated by a slightly significant probability value. The mentoring and supportive relationships of the select teachers at Mamaran Elementary School in the Division of Gingoog City are to a very high extent. Furthermore, there is a very high extent of teachers who deal with others as part of the family. Correspondingly, providing support to personal and professional concerns of colleagues is rated at a very high extent. Most of the teachers at Mamaran Elementary School in the Division of Gingoog City performed very well, enabling them to complete tasks effectively. On the other hand, among the teacher respondents, only a few were rated excellent. This study concludes that the teachers' teaching performance and the extent of mentoring and supportive relationships were found to be slightly correlated. Henceforth, the teachers who are mentored and supported by their fellow teachers are most likely to achieve higher performance ratings.

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