Schoolhead’s Mentoring and the Teachers’ Instructional Practices

The study sought to find out the extent of school heads’ mentoring practices as perceived by select public elementary school teachers, and the level of teachers’ instructional practices. The descriptive-correlational research method was utilized, and the Statistical tools used in the study were mean values and standard deviations to present the extent of mentoring practices of the school heads and the level of teachers’ instructional practices. Pearson Product-Moment Correlation or Pearson-r was used to ascertain a significant relationship between the level of teachers’ instructional practices and the extent of school heads’ mentoring practices of school heads. Findings revealed that the school heads provided and continuously practiced mentoring assistance and activities to teachers in order to promote teaching effectiveness and competence. Additionally, teachers occasionally perform their instructional functions effectively. It can be deduced based on findings that teachers infrequently allow pupils to work on a project, work in a small group activity, and collaborate with parents in the education of their children, which is indicative that teachers were not able to develop effective instructional practices. Consequently, school heads’ mentoring indicates a moderate correlation to teachers’ instructional practices. As a summary, the school heads are recommended to continue their mentoring activities with teachers to stimulate and help them enhance their instructional practices and enhance teaching performance. Teachers are also encouraged and recommended to be steadfast in improving their instructional approaches and strategies to leverage in the teaching profession in order to enhance learners’ constructive learning interest.