Coaching and Mentoring Practices of Master Teachers towards Effective Teaching

More than any teacher, Master Teachers are distinguished teachers who are models, coaches, and mentors who work collaboratively with teachers to improve the teachers? practice with the ultimate goal of affecting learners? achievement. This study centered on the analysis of the coaching and mentoring performance and practices of the Master Teachers. This study used a descriptive survey design. Their IPCRF rating was the basis of their performance, while the coaching and mentoring practices were assessed through a crafted survey questionnaire with eight domains. The questionnaire was disseminated to 44 MTs and 176 teachers from Santa Cruz District. All the data were organized and treated through SPSS. The majority of the MTs are female, middle - aged, mentors, and coaches five to six teachers and have only attended three to four training sessions related to coaching and mentoring. The results show that teachers highly regard the Master Teachers, which is reflected in the computed negative t - values between the two group responses. The correlation test shows a significant moderate positive correlation with their coaching and mentoring practices in Content Knowledge and Pedagogy, Learning Environment, Curriculum and Planning, Reporting and Assessment, Community Linkages and Professional Development, and Personal Growth and Professional Development. However, the performance of the MTs using the IPCRF has a low positive correlation with their coaching and mentoring practices in terms of Interpersonal Skills. It has a very low positive correlation with the Diversity of Learners. It also shows that despite being instructional coaches and mentors, they still need more training to become more effective, specifically on the Content Knowledge and Pedagogy focusing on researching skills and utilizing ICT skills in teaching; and Diversity of Learners domain, particularly on addressing learners who have varied difficulties. A capacity - enhancement program is proposed as the output of this study, and further qualitative research is recommended to verify the results of this study.