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Abstract
The study was conducted to assess the mentoring and technical assistance provided by Secondary School Master Teachers in assisting beginning teachers. Frequency count, percentage, and Spearman Correlation Coefficient was used. Results revealed that the majority of the Master Teachers fall from the age bracket of 42 to 57 years old, most of them are male, earned their masters units, have 11 to 20 years in service, with 1 to 3 years as Master Teacher, mostly the field of specialization are English and Social Studies, with 3 and below ancillary services rendered, and attended 3 to 4 essential training. Findings showed that Secondary Master Teachers display an advanced level of performance of mentoring skills and technical assistance as perceived by beginning teachers and school heads in terms of community linkages and professional engagement, and personal growth and professional development. Master Teachers were also perceived to perform their mentoring skills and technical assistance to a great extent in terms of content knowledge and pedagogy, curriculum and planning, assessment and reporting, and personal growth and professional development. Moreover, the profile of Master Teachers was not significantly correlated with their mentoring skills and technical assistance. Similarly, the profile of beginning teachers does not correlate with their perceptions of the mentoring skills and technical assistance of their Master teachers. Further, perceptions of beginning teachers and school heads do not significantly differ as to the mentoring skills and technical assistance of Master Teachers.
