International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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School Heads’ Mentoring Practices, Teachers’ Competence and Performance

Author(s) Myla S. Cordero
Country Philippines
Abstract This study examined the relationship between school heads’ mentoring practices and teachers’ competence and performance in the Schools Division of Antique during the school year 2024–2025. Specifically, it aimed to determine the level of mentoring practices implemented by school heads, assess teachers’ competence in planning, instructional delivery, classroom management, and evaluation, and evaluate teachers’ overall professional performance. A descriptive-correlational research design was employed with 218 respondents, selected through stratified random sampling to ensure representation across grade levels and schools. Data were collected using a researcher-made questionnaire validated by experts and pilot-tested, yielding a Cronbach’s alpha of 0.90, indicating high reliability. Results revealed that school heads’ mentoring practices were perceived to be at a high level, with guidance and feedback receiving the highest ratings. Teachers’ competence was also high, particularly in lesson planning and classroom management. Teachers’ professional performance similarly demonstrated a high level, with notable effectiveness in instructional delivery and learner outcomes. Pearson correlation analysis indicated a significant positive relationship between school heads’ mentoring practices and teachers’ competence, as well as between mentoring practices and teachers’ performance. The study concluded that school heads’ mentoring practices significantly enhance teachers’ competence and professional performance. It is recommended that the Schools Division of Antique continue to implement structured mentoring programs, provide professional development opportunities, and monitor the effectiveness of mentoring practices to sustain improved teaching quality and learner outcomes.
Keywords Mentoring Practices, Teacher Competence, Teacher Performance, School Leadership, Division of Antique
Field Sociology > Education
Published In Volume 8, Issue 1, January-February 2026
Published On 2026-01-31
DOI https://doi.org/10.36948/ijfmr.2026.v08i01.67501
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