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Title: :  EXPERIENCES ON MENTORING BEGINNING TEACHERS: A PHENOMENOLOGICAL STUDY
PaperId: :  27355
Published in:   International Journal Of Advance Research And Innovative Ideas In Education
Publisher:   IJARIIE
e-ISSN:   2395-4396
Volume/Issue:    Volume 11 Issue 4 2025
DUI:    16.0415/IJARIIE-27355
Licence: :   IJARIIE is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Author NameAuthor Institute
Mary Ann OrtizAssumption College of Nabunturan
Maedel Joy V. Escote, Phd Assumption College of Nabunturan

Abstract

Educational Administration
This qualitative phenomenological study explored the lived experiences of school heads in mentoring beginning teachers in selected public elementary and secondary schools in Compostela, Davao de Oro. Guided by Vygotsky’s Sociocultural Theory, particularly the concept of scaffolding, the research examined the challenges encountered, coping mechanisms adopted, strategies implemented, and insights gained by school heads in their mentoring roles. Six school heads with at least three years of active mentoring experience were purposively selected. Data were collected through in-depth semi-structured interviews, supplemented by observational notes and reflexive journaling, and analyzed using a six-phase thematic analysis. Findings revealed that mentoring is perceived as both essential and reciprocal, providing professional guidance to novice teachers while enriching the leadership skills of school heads. Key strategies included structured dialogues, classroom walk-throughs, modelling, feedback, and collaborative learning opportunities. Challenges were rooted in workload demands, policy constraints, personality differences, classroom management issues, and limited resources, particularly in rural settings. Coping mechanisms involved peer support, delegation, reflective practice, and maintaining empathetic relationships with mentees. Insights underscored mentoring as a transformative process that fosters teacher competence, resilience, and professional identity, while strengthening school leadership. The study recommends institutionalizing structured mentoring frameworks, providing protected time for mentoring, enhancing mentor training, and fostering community and stakeholder collaboration to sustain effective teacher induction. These findings have implications for improving mentorship programs, teacher retention, and educational quality in under-resourced rural contexts.
This study examined the relationship between Language Learning Strategies (LLS), Technology Integration, and Classroom Literacy Practices (CLP) among secondary learners in Bongkilaton Integrated School and Consuelo M. Valderrama National High School, Compostela East District, Davao de Oro. Utilizing a quantitative correlational design, data were gathered from 150 teachers through three validated survey instruments adapted from Oxford (1990), Puentedura (2010), and Malloy and Mazzoni (2011). These instruments measured students’ use of LLS across reading, writing, speaking, and listening domains; the extent of technology integration in terms of accessibility, frequency, teacher and student competencies, and instructional engagement; and CLP dimensions such as instructional practices, literacy materials, student engagement, assessment, and support for diverse learners. Findings revealed a moderate but significant positive correlation between LLS and classroom literacy practices (r = .50, p < .001), indicating that students who employ a wider range of strategies are more likely to experience enriched literacy environments. Moreover, technology integration contributed positively to instructional diversity and access to resources. The study recommends intensifying the explicit teaching of learning strategies, integrating digital tools in literacy instruction, and providing targeted teacher training to promote inclusive and effective literacy practices in multicultural and rural public-school settings.

Citations

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IJARIIE Mary Ann Ortiz, and Maedel Joy V. Escote, Phd . "EXPERIENCES ON MENTORING BEGINNING TEACHERS: A PHENOMENOLOGICAL STUDY" International Journal Of Advance Research And Innovative Ideas In Education Volume 11 Issue 4 2025 Page 3597-3617
MLA Mary Ann Ortiz, and Maedel Joy V. Escote, Phd . "EXPERIENCES ON MENTORING BEGINNING TEACHERS: A PHENOMENOLOGICAL STUDY." International Journal Of Advance Research And Innovative Ideas In Education 11.4(2025) : 3597-3617.
APA Mary Ann Ortiz, & Maedel Joy V. Escote, Phd . (2025). EXPERIENCES ON MENTORING BEGINNING TEACHERS: A PHENOMENOLOGICAL STUDY. International Journal Of Advance Research And Innovative Ideas In Education, 11(4), 3597-3617.
Chicago Mary Ann Ortiz, and Maedel Joy V. Escote, Phd . "EXPERIENCES ON MENTORING BEGINNING TEACHERS: A PHENOMENOLOGICAL STUDY." International Journal Of Advance Research And Innovative Ideas In Education 11, no. 4 (2025) : 3597-3617.
Oxford Mary Ann Ortiz, and Maedel Joy V. Escote, Phd . 'EXPERIENCES ON MENTORING BEGINNING TEACHERS: A PHENOMENOLOGICAL STUDY', International Journal Of Advance Research And Innovative Ideas In Education, vol. 11, no. 4, 2025, p. 3597-3617. Available from IJARIIE, https://ijariie.com/AdminUploadPdf/EXPERIENCES_ON_MENTORING_BEGINNING_TEACHERS__A_PHENOMENOLOGICAL_STUDY_ijariie27355.pdf (Accessed : ).
Harvard Mary Ann Ortiz, and Maedel Joy V. Escote, Phd . (2025) 'EXPERIENCES ON MENTORING BEGINNING TEACHERS: A PHENOMENOLOGICAL STUDY', International Journal Of Advance Research And Innovative Ideas In Education, 11(4), pp. 3597-3617IJARIIE [Online]. Available at: https://ijariie.com/AdminUploadPdf/EXPERIENCES_ON_MENTORING_BEGINNING_TEACHERS__A_PHENOMENOLOGICAL_STUDY_ijariie27355.pdf (Accessed : )
IEEE Mary Ann Ortiz, and Maedel Joy V. Escote, Phd , "EXPERIENCES ON MENTORING BEGINNING TEACHERS: A PHENOMENOLOGICAL STUDY," International Journal Of Advance Research And Innovative Ideas In Education, vol. 11, no. 4, pp. 3597-3617, Jul-Aug 2025. [Online]. Available: https://ijariie.com/AdminUploadPdf/EXPERIENCES_ON_MENTORING_BEGINNING_TEACHERS__A_PHENOMENOLOGICAL_STUDY_ijariie27355.pdf [Accessed : ].
Turabian Mary Ann Ortiz, and Maedel Joy V. Escote, Phd . "EXPERIENCES ON MENTORING BEGINNING TEACHERS: A PHENOMENOLOGICAL STUDY." International Journal Of Advance Research And Innovative Ideas In Education [Online]. volume 11 number 4 ().
Vancouver Mary Ann Ortiz, and Maedel Joy V. Escote, Phd . EXPERIENCES ON MENTORING BEGINNING TEACHERS: A PHENOMENOLOGICAL STUDY. International Journal Of Advance Research And Innovative Ideas In Education [Internet]. 2025 [Cited : ]; 11(4) : 3597-3617. Available from: https://ijariie.com/AdminUploadPdf/EXPERIENCES_ON_MENTORING_BEGINNING_TEACHERS__A_PHENOMENOLOGICAL_STUDY_ijariie27355.pdf
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