MENTORING PRACTICES, LEVEL OF MORALE, AND ELEMENTARY

TEACHERS' PERFORMANCE

JANESE BIMBO- LARIOSA

MASTER THESIS PROPOSAL SUBMITTED TO THE FACULTY OF THE

DEPARTMENT OF PROFESSIONAL EDUCATION, COLLEGE OF
EDUCATION, CENTRAL MINDANAO UNIVERSITY, IN
PARTIAL FULFILLMENT OF THE REQUIREMENTS
FOR GRADUATE SEMINAR

MASTER OF ARTS IN EDUCATION MAJOR IN ADMINSTRATIVE AND

SUPERVISION

DECEMBER 2022
 TABLE OF CONTENTS

INTRODUCTION PAGE

Background of the Study 1

Statement of the Problem 4
Objectives of the Study 5
Significance of the Study 6
Scope and Delimitation of the Study 6
Definition of Terms 7

THEORETICAL FRAMEWORK

Review of Related Literature and Studies 10

Mentoring Practices 10
Level of Morale 12
Teacher’s Performance 15
Conceptual Framework 18
Research Paradigm 21
Hypothesis of the Study 21

METHODOLOGY

Research Design 22
Locale of the Study 22
Research Participants 23
Research Instruments 23
Data Gathering Procedure 25
Statistical Techniques 25

REFE RENCES

APPENDICES
 INTRODUCTION

Background of the Study

A public school teacher's early years in the profession are a particularly

difficult and important time in their career. It is advantageous for a new
professional teacher to be familiar with the department's program and projects
as well as the legal foundations of education. The beginning teachers and part
of the organization must be aware of the programs and projects conducted by
the department to achieve the goal and improve the quality system of
education. Furthermore, it is a great opportunity when the mentors work
closely with beginning teachers and provide much-needed support and
guidance for their careers. However, as a teacher, it is a great importance if
the administration is willing to support, guide, mentor, and conduct pieces of
training, semi nars, and writeshop/workshops to upgrade the personal skills
for that specific job to grow professionally and render quality services in the
assign tasks specifically in dealing with students in the classroom.

As a result, teachers in today's mode of education encountered

numerous difficulties in their field of instruction, particularly in the mode of
instruction. In particular, newly hired teachers or beginner teachers who are
new to their area require more approaches on how to develop students'
learning despite the pandemic. As a result, the first year of experience is vital
for new teachers who must deal with a number of challenges. The transition
from training institutions to actual classrooms is seen as something of a reality
shock for new instructors. In addition, according to the news report written by
Reyes in 2020, new instructors struggle with classroom management and
have to deal with a ton of burdensome paperwork. They frequently believe
they have overcome all of these obstacles before being taken off guard. This
unfriendly environment has evolved into one of the major struggles that dares
people to hold tighter to their line of work. Similarly, new teachers frequently
express difficulty interacting with colleagues who are uncooperative,
confrontational, or behave in an unprofessional manner. Additionally, new
teachers want for insightful criticism from their peers to spur them on to higher
levels of performance.

The Department of Education just completed the full implementation of

in-person instruction. Accordingly, teachers arrange meetings with parents in
order to follow up on their kids at home. The majority of them even know how
to read and write simple phrases because they are in a better grade due to
the two years they spent in distance learning. Similarly, some teachers,
particularly new teachers, are concerned about the current state of education
and how to deal with issues of this nature in order to level up student learning
and prevent educational gaps. As a result, many brand-new teachers don't
receive any formal mentoring from assigned mentors or instruction from their
particular districts. Furthermore, according to Chin et al. (2022), time and
money constraints, as well as a lack of teacher motivation and logistical
assistance, were the main causes of the hurdles to professional development.

The Teacher Education Council created by virtue of R.A. No. 7784 is

required to improve the nation's teacher preparation programs. According to
one of its mandates, the TEC has started a project to organize teacher
induction across the country. "Design cooperative programs and projects that
will increase pre-service and in-service teacher training, retraining, orientation,
and teacher development." Activities for induction are nothing new in schools
for basic education. Administrators at the schools claim to offer programs to
help and encourage new instructors. They could come in the form of School
Learning Action Cell (SLAC) sessions, conferences, and orientation seminars,
as well as mentoring from experienced instructors. Although admirable, many
initiatives lack official programs and seem to be restricted to particular schools
or school districts.

However, the effectiveness of mentoring is based on the commitment,

devotion, and dedication of mentors. According to Munir & Amin, 2018,
mentoring may be formal where usually paid mentors (senior professionals)
are assigned to the junior teachers by the department with pre-set goals and
objectives while informal mentoring is mostly established voluntarily between
an expert and junior person at their own. In addition, mentoring has been
appearing as a major strategy for the professional growth of teachers,
doctors, engineers, program managers, lawyers, and other professionals
(Akhlaq, Iqbal & Jumani, 2015; Anwar, 2014; Shehzad, 2014). Likewise,
mentorship programs support experienced teachers in becoming leaders and
in reflecting on their teaching methods in the context of supporting a new
teacher. In addition, teachers collaboration and schools become more
consistent to provide a good impact on the learning environment, student
involvement, and school atmosphere. Moreover, by working closely and
cooperatively as a team with good foundations from each other instructors,
teachers feel competent and are more likely to stay in their chosen profession
(Vesely et al., 2013). Thus, sharing of knowledge becomes ingrained when
schools employ mentorship programs, which improves teachers' as well as
students learning.

The workplace has several factors that might affect morale, both good
and bad. According to research by Korsak (2017), people who are content at
work are more effective and knowledgeable than those who are not. People's
attitudes toward their jobs play a significant role in whether or not they are
happy. A beneficial influence on student achievement, teacher morale, and
work satisfaction are also said to result when people in educational leadership
roles are aware of and react to issues that affect teacher morale, according to
Rowland (2018). Many of the teachers have shown eagerness, commitment,
and enthusiasm since entering the area of education and special education.
Many of these people have become disenchanted with their jobs over time.
Their spirits sink, they grow disillusioned with their work, and frequently, they
move on to a number of other positions in education or quit the field
altogether. This turnover has an impact on the professionals left behind since
it makes their tasks more challenging and lowers morale among those who
remain.

Low morale can be caused by a variety of things, including unstable

employment, unfair compensation practices, shaky economic situations, and
overuse of outsourcing. Several studies have suggested that low morale
lowers production, but they have not shown that this results in lower profits
(Ashe, 2016). Low morale can also affect productivity and effectiveness in the
classroom. Low morale may also be attributed to improper placing, such as
placing an employee in a position that is beneath his level of training and
experience. Another extremely frequent reason for certain morale issues is a
supervisor and subordinate's different personalities.

For better educational results, teachers too need to be inspired and

given support. It's crucial to raise teachers' spirits in order to support their
positive workplace attitudes (Govindarajan, 2012). The morale of the teachers
helps to improve both the learning and the good behavior of the kids.
Teachers who are happier create better learning environments that help
students succeed. Additionally, teachers' perceptions of job satisfaction and
their ability to do their duties with zeal, aspiration, and love depend on their
morale levels, which are vital as professionals who carry out educational
activities. Higher teacher morale results in greater job satisfaction and
improved teaching effectiveness when the value of education for the future of
the nation is taken into account.

When the teachers and new teachers obtain the essential mentoring
programs throughout their first year of work as teachers, they will feel more
comfortable knowing the boundaries and norms in their actual classrooms.
They will have greater motivation and job satisfaction as a result, and they will
live more comfortably as long-term employees. Additionally, in order to raise
the legitimacy of their profession—teaching—teachers must work actively and
with a positive attitude. The researcher will be interested in learning how
mentorship techniques, teacher morale, and performance effectiveness
affected elementary instructors.

Statement of the Problem

 This study will attempt to determine the relationship of the Mentoring
Practices, level of morale and elementary teachers’ performance at Maramag
District II, Maramag, Bukidnon.

Specifically, this study seek to answer the following questions:

1. How do the teachers perceive the benefits of the mentoring practices in

relation to:
a. New teacher induction
b. Career enhancement
c. Professional development
2. What is the level of teacher morale in terms of:
a. Attitudes towards Self and Profession
b. Attitudes towards Their Superior and Fellow Teacher
c. Attitudes towards Their School and Community?
3. What is the level of teacher’s performance in relation to:
a. Instructional Skills
b. Guidance Skills
c. Leadership skills
4. Is there a significant relationship between the mentoring practices,
level of morale and elementary teachers’ performance?
5. What variables best predicts performance?

Objectives of the study

This research study examine the mentoring practices, level of morale,

and elementary teachers’ performance of the public school teachers in the
Maramag II District, Maramag Bukidnon. Specifically, this paper aims to:

1. describe how teachers perceive the benefits of the mentoring practices

in relation to:
a. New teacher induction
b. Career enhancement
c. Professional development
2. identify the level of teacher morale in terms of:
 a. Attitudes towards Self and Profession
b. Attitudes towards Their Superior and Fellow Teacher
c. Attitudes towards Their School and Community?
3. determine the level of teacher’s performance in relation to:
a. Instructional Skills
b. Guidance Skills
c. Leadership skills
4. Ascertain relationship of the mentoring practices to the level of morale
and elementary teachers’ performance.
5. Predict the best variable for teachers’ performance.

Significance of the Study

The researchers believed that the result of this study will help the
following to assess the mentoring practices, level of morale, and elementary
teachers’ performance.

To school administrators, with the knowledge provided, the school

management will now have the commitment to the development of the
beginning teachers. May have also specific roles and responsibilities in
induction and mentoring programs for the teachers.

To Department of Education, the result of the study will be a great

importance to the department since they are assessing the strengths and
weaknesses of its current mentoring program and make modifications as
necessary to better serve the mentees.

To teachers, this study may help the teacher to increase retention and
job satisfaction and emerged leaders within their schools. Also have positive
effect on student achievement and engagement.

To future Researchers, additional information can be obtained and can

be used as references to those future researchers.

Scope and Delimitations of the Study

 The study focused on the Mentoring Practices, level of morale, and
elementary teacher’s performance in Maramag II District, Maramag Bukidnon
for school year 2022-2023.

This study is limited to the data that will provided by 184 public school
elementary teachers in Maramag II District.

Moreover, the dependent variable in the study is teachers’

performance, it considered the five key areas in the evaluation process:
Instructional Skills, Guidance Skills, Management Skills, Interpersonal skills
and Leadership skills.

Meanwhile, there are two identified independent variables in the study,

namely: mentoring practices and level of morale. Moreover, on mentoring
practices it considered the precede benefits in relation to: new teacher
induction, career enhancement and professional development. Furthermore,
level of morale as the second variable of the study, also considered three sub-
variables namely: Attitudes towards Self and Profession, Attitudes towards
Their Superior and Fellow Teacher and Attitudes towards Their School and
Community?. Lastly, delimitation is also observe in the conduct of the
questionnaire from February to May 2023.

Definition of Terms

The following terms are operationally used for the purpose of the study:

Beginning Teacher is any teacher who has been teaching less than 3
complete school years (USLegal, 2010). For the purpose of this study,
beginning teachers are those teachers who have completed at least 1 year
but not more than 2 year in this country.

Career enhancement is the method used by experts from various

industries to pursue new career objectives and more difficult employment
chances. Some businesses provide career growth opportunities for current
employees to advance within the business.
 Guidance Skills are the characteristics and attributes that aid these
experts in carrying out their duties. To detect and treat any concerns that
pupils might have, these specialists collaborate closely with teachers, parents,
and students.

Instructional Skills are the most specialized instructional behaviors.

These include methods like asking questions, conversing, giving instructions,
outlining, and demonstrating. They also comprise activities like organizing,
concentrating, and managing.

Leadership skills are the skills and qualities people exhibit that support
managing initiatives, directing procedures, and directing their teams toward
goals. It can be useful for controlling the classroom and emphasizing the
significance of impending deadlines or project objectives Glassdoor Team
(2021).

Mentee is a beginning teacher who is being mentored.

Mentor is a person who gives a younger or less experienced person

help and advice over a period of time, especially at work or school
(Cambridge Dictionary). It is the main person you rely on to give you advice
and guidance, especially in your career.

Mentoring practices is a design collaboration programs and projects

that would enhance pre-service and in-service teacher training, retraining,
orientation, and teacher development.

Morale is the confidence, enthusiasm, and discipline of a person or

group at a particular time. It is often used by managers, supervisors, and
employees in their work relations, but its meaning varies depending upon
what the individual using it has in mind.

Personal morale is an individual teacher's personal circumstances,

such as their health, family, and financial stability, have an impact on their
overall morale.
 Professional development is the definition acknowledges that
development can be offered in many forms, ranging from the formal to the
informal, and defines it as "activities that build an individual's abilities,
knowledge, competence, and other traits as a teacher."

Professional morale is the standing of teaching as a profession. A

particular teacher might believe she has little to no control over this grade
level (Mackenzie, 2007a).

School morale is the daily experiences of teachers in their classrooms

and communities have an impact on the school climate. On this level, a
particular teacher might have a moderate amount of effect.

Teacher induction is a mentoring-based professional development

program that is intended to provide support, direction, and orientation for new
teachers as they settle into their first teaching positions.

Teachers’ Performance is the assessment of a teacher's performance,

resulting in a performance rating (Law insider).
 THEORETICAL FRAMEWORK

This chapter presents the conceptual framework of the study as

developed a review of related literature and studies and the hypotheses of the
study.

Review of Related Literature and Studies

Mentoring Practices

Mentoring is the technique wherein a knowledgeable individual imparts

knowledge and direction to a lesser knowledgeable individual. That practice,
which focuses primarily on the mentee's growth and development, typically
entails counseling, coaching, and advice-giving with the goal of fostering good
relationships between such a mentor and mentee. Mentors, according to
Radford's (2017) definition, "ought to be reflective practitioners, know how to
support adult learning, as well as watch and provide feedback." Mentoring,
according to Kent, Green, and Feldman (2012), is crucial for novice
instructors to have a roaring success that promotes engagement. Additionally,
according to Zachary (2012), mentoring is a process where "mentor and
mentee work together to attain specific, clearly stated objectives that focus on
growing the mentee's qualities, talents, understanding, and thought; it takes
place in each manner an importance of understanding. Mentoring has long
thought regarded as a crucial part of teacher preparation and development
(Delaney, 2012).

However, Smith (2020) noted that the idea of mentoring is well-

established, and that the activity itself is extremely widespread in educational
systems across the globe. There are various standards and lists accessible
with regard to the general abilities, and it is an open, extensive process that
can aid in improving a teacher's practice. As a result, mentoring is crucial in
helping teachers enhance their skills in the twenty-first century. Teachers who
participate in mentorship programs can advance their professional careers
and increase their knowledge, skills, and attitudes (Li, 2018). Participants in
mentoring have particularly seen advances in academic performance, which
raises self-efficacy and leads to greater work satisfaction (Ingersoll & Strong,
2012). The theories and ideas of eminent scholars and philosophers like
Vygotsky, Rogoff, and Bruner complement mentoring's strong tradition and
enormous teaching possibilities.

New Teacher Induction

New school administrators and teachers who are just starting out in
their careers receive induction, which consists of assistance and direction.
Induction includes socializing, mentoring, and support through initial teacher
practice in addition to job orientation. In many nations, the introduction of new
teachers is seen as a crucial component of the educator classroom learning.
What teacher induction procedures are most closely related to teacher quality
and retention, however, is a crucial topic that has to be answered (Reeves et
al., 2022).

For novice instructors, mentoring has several advantages. Long

regarded as a potent tool for assisting and adjusting new teachers to the
profession, mentoring instructors during the induction years. Nevertheless,
mentorship is rarely provided to established instructors after the introductory
years. Furthermore, professional development is frequently ill-suited to the
interests or requirements of teachers in their mid- to late-career stages. This
leads to disappointment, cynicism, early attrition, and "burnout" (Bressman et
al., 2018). According to research, creating formal, effective mentorship
programs can help to lessen several of the reasons why teachers quit their
jobs (Callahan, 2016; Darling-Hammond, 2012). The numerous advantages of
a mentoring program were emphasized by Lipton and Wellman (2018), who
claimed that novice teachers who take part in slightly elevated induction
training that include a thorough mentoring element have repeatedly
demonstrated that these initiatives boost starting teacher effectiveness,
enhance student achievement and decrease the waste of human and financial
resources associated with educator turnover. When beginning teachers
receive help early in their careers, their efficacy in the classroom, satisfaction,
and dedication are higher than when they do not.

Career enhancement

Mentorship has been thoroughly researched since it is connected to

protege professional advancement and progress, according to Gosh and
Reio, Jr. (2013). However, recent mentoring research is starting to recognize
that mentors could also gain important advantages from mentoring. The
results also showed that mentors were always more devoted to the institution
and happier with their careers than non-mentors. Role modeling mentoring
and job performance were both strongly correlated with offering professional
mentoring, psychosocial mentoring and work engagement, and career
advancement. The findings are consistent with the mentoring idea because
mentoring is mutually advantageous and cooperative rather than only
advantageous to protégés. However, the study by Yun et al. (2016) found that
faculty members who took part in this program were more likely than their
non-participating colleagues to view mentoring as a career-enhancing activity
and to form mutually beneficial mentoring relationships.

Career resilience is significantly predicted by psychosocial mentoring,

while career resilience was not found to be significantly impacted by career
mentoring, according to Arora and Rangnekar (2014). Additionally,
mentorship has been demonstrated to have a considerable impact on
mentees' individual development, academic career path, and research output
in addition to enhancing their professional satisfaction (Manasa, et.al, 2019).
The definition of mentoring was given as addressing one's total long-term
career growth.

Professional Development

Although the expenditures for significant professional development can

be exorbitant across an educational institution, teachers still require it to stay
up to date with instructional techniques. One method of incorporating
affordable professional development is through mentoring (Hudson, 2013).
Additionally, by offering professional development in mentoring to teachers,
capacity can be increased in two ways: by providing quality mentoring to
productivity and efficiency of workers teachers thru the explicit mentorship
practices, and by having mentors reflect on and dismantle their own teaching
methods in order to advance their own pedagogical knowledge. A peer
mentorship program for junior academics that was conducted by Fleming, et
al. (2016) was successful in enhancing the knowledge, skills, and attitude
(KSA) needed to support peer connection and beginning career progression,
especially for women. As a result, this study investigates potential
discrepancies in the perspectives of teachers in both general education and
vocational education as well as the experiences of mentees who take part in
peer-group mentoring (PGM). It also talks about how the mentees view the
outcomes of PGM in terms of the social, personal, and academic components
of career advancement (Geeraerts,et al.,2014).

Teacher Morale
 The way that writers define morale varies. It is frequently used in
workplace interactions between managers, supervisors, and employees,
although its connotation varies based on who is saying it. Employees with
strong morale are more likely to be cooperative and enthusiastic about their
work.

Morale is defined by Merriam-Webster as: "Principles, teachings, or

behaviour; the mental and emotional condition (as of excitement, confidence,
or loyalty) of an individual or group with reference to the function or duties at
hand; a sense of common purpose with respect to a group; or the degree of
individual psychological well-being based on elements like a sense of purpose
and confidence in the future" (Merriam-Webster Dictionary, 2012). The morale
of teachers is frequently strong when they feel valued, like they have a voice,
and like they are supported. For better educational results, teachers too need
to be inspired and given support. The motivation of teachers needs to be
raised in order to support their favorable professional attitudes (Govindarajan,
2012).

Teacher Morale on Personal and Profession

A teacher's attitude is influenced by a variety of factors, including

personal experiences, views, and attitudes. "Personal morale" is affected by a
variety of factors, many of which are private and personal, despite the fact
that professional position and educational experiences will have an impact.
Positive morale is frequently characterized by discipline, self-assurance, and
a willingness to put in a lot of effort (Shaban et al., 2017). According to study
by Korsak (2017), persons who are content at work are more effective and
knowledgeable than those who are not; Din and Khuwaja (2016) believe that
strong morale is related with the adjectives "happy," "confident," and
"appreciated," whereas negative morale is associated with the phrases "sad,"
"depressed," and "unrecognized." The way that people feel about their jobs
has a big impact on whether or not they are happy. According to Rowland
(2018), those in positions of educational leadership who are aware of and
respond to problems that affect teacher morale have a positive impact on
student achievement, teacher morale, and job satisfaction. While stepping into
the field of education and special education, many of the teachers have
displayed a desire, dedication, and excitement.

Morale on Superior and Fellow Teachers

In this context, we use the terms "professional morale" or "professional

morale," which are both directly related to the position of teaching as a
profession. How respected a profession teaching is affects employee morale.
Pendino (2012) suggests a number of actions that might be performed to
improve the morale of special educators based on her analysis of the
literature on morale in the context of special education. The methods
suggested include treating employees well, involving them in decision-making,
and praising and rewarding them.

In accordance with Govindarajan's (2012) essay, administrators can

boost teacher morale by engaging teachers in ways that give them authority,
such as involving them in decisions about policies and procedures and
valuing their expertise. The morale of their employees can be raised by
principals by actively supporting teachers. While teachers can take actions on
their own to maintain their professional satisfaction and morale, the greater
school community must also take care of, support, and cherish them. In
addition to protecting teachers' teaching time, effective principals "help
instructors with student discipline concerns, let teachers to write disciplinary
codes, and promote teachers' competence in implementing policy." Pedino
(2012) discovered that while instructors in their study enjoyed their profession,
a lack of feedback and communication, unequal workload distribution, rising
demands, disrespect for teachers' time, a lack of enjoyment, and a lack of
creative chances were sources of stress and discontent. In Pendino's study,
failure to acknowledge accomplishments, a lack of support for employee
participation and creativity, an insufficient number of team-building activities,
and a tendency to emphasize the negative rather than the positive were other
factors in low morale and job unhappiness.

Morale on School and Community

In contrast, school morale is a result of instructors' daily interactions

with their students, colleagues, and local communities. Personal morale
affects school morale, and vice versa. People working in schools who have
positive relationships with their local communities tend to work together well
and perform better as teachers.

However, according to Lasseter's (2013) research, job satisfaction has

both cognitive and affective components. The definition of cognitive
dimensions of job satisfaction is the deliberate comparing of results to
expectations. The emotional response that occurs after results meet
aspirations is referred to as the "affective elements of job satisfaction."
Employee morale and job satisfaction are closely related, according to
Pendino (2012), who explains that because of their constant interaction, these
two things appear to be one and the same. Employee morale, according to
her, determines employee motivation and has a direct bearing on their output.
She comes to the conclusion that the research shows that job satisfaction has
an impact on employees' motivation and morale at work.

New teachers are more likely to obtain crucial resources from their
peers whether they think like they're a member of their school's work group,
which promotes career progression (Jones et al., 2013). According to
Bousquet (2012), teacher morale is strengthened more effectively by student
progress than by pay. Access to necessary materials, a sense of bearing
responsibility that is appropriate, and the conviction that the work environment
is safe are other beneficial effects on morale that new educators have
reported (Pittenger et al., 2014).

Teachers’ Performance

Strictly yes, there at local scale, choices about just how learning occurs
inside the classrooms are made by the teacher. How fact teachers perform
their tasks demonstrates the position of leadership (Suharsaputra, 2013:166).
This suggests that the competence of the teachers is a crucial factor in
figuring out how quality teaching is whenever kids have finished school. In
order for pupils to develop and acquire the prescribed skills, the teacher is
equally essential (Susanto, 2016: 70). As little more than a conclusion, the
teacher's performance is determined by how well they were able to help the
education department achieve its objectives.

The Theory of Performance (ToP) was created by Elger (2007). In

order to develop a framework for describing efficiency in addition to
performance benefits, the concept focuses on six essential concepts.
Performing means producing results that are worthwhile. A performer is a
person or a group of individuals who collaborate to put on a performance.
Your level of achievement indicates how far you've come in your professional
growth. The present quality of work is influenced by the six aspects context,
level of knowledge, level of skills, level of identity, personal factors, and fixed
factors. These assumptions are offered as effective improved efficiency. They
comprise developing a performer's attitude, spending time in an interesting
environment, and practicing reflectively.
Instructional Skills

It is not easy to learn. Had it been, we wouldn't need the vast support
systems that make learning effective. This will help you as a learner or trainee
because of the network of instructors, mentors, online resources, and others
who will encourage your development. For those who teach on the other side
of that community, the process is challenging. It is crucial to be aware of these
challenges because you will eventually require teaching abilities. Teachers
and other educators need strong instructional skills in addition to managers,
customer service representatives, technical writers, business communicators,
and many other types of occupations (Kolmar, 2021).

On the other hand, training is a normal workplace practice where

people rely on facts and arguments to achieve a goal. In these situations,
excellent training results in higher performance. In order to represent
themselves professionally in the classroom and show their abilities to be well-
organized, competent, and excellent communications, teachers must exhibit a
great capacity for instruction. Therefore, it is essential to enhance teachers'
instructional skills. Additionally, Kolmar (2021) defines an instructional
strategy as whatever technique a teacher uses to successfully instruct their
students, as well as how the teacher approaches the subject and selects the
best teaching strategies. This definition states that a great teacher—and a
teacher in general—will have a broad understanding of strategies, be able to
spot when other teachers are doing a good job, and use diverse ways based
on the learning styles of the students and the composition of the course
material.

Nevertheless, based on a recent comparative analysis of observational

methods by Bruns et al. (2016), time on task data are too unreliable to be
used for performance or teacher feedback. Furthermore, time on task
measures cannot differentiate between key aspects of the school setting in
the 21st century, such as student engagement, efficient instructional
strategies, or emotional components that promote child development
(Seidman et al., 2018). As a result, it is necessary to give up using checklists
and time-on-task measurements.

Guidance Skills

There are many different definitions of counsel. Khan (2019) defines

guidance as advice or information provided by a subject matter expert to solve
a problem or improve a circumstance. It involves helping individuals realize
and develop their potential. This suggests that educators may have a big part
to play in helping people reach their maximum potential. A person who gets
the correct guidance from an experienced person will surely contribute
significantly to society and experience the greatest levels of satisfaction and
contentment.

According to Sadik & Akbulut (2015), the abilities that require the most
improvement are working cooperatively with the administration, parents, and
counseling service foundation for the issues that teachers cannot resolve;
utilizing educational equipment in relation to the course content; and directing
students toward more productive activities rather than attempting to control
the problematic behaviors.

Leadership Skills

One of the challenges in defining and identifying teacher leadership is

the absence of "leadership" in something like a title or position. Being a "team
leader" is not the same as being a teacher leader, even though most schools
have teachers who are in charge of the teams or departments for their grade
level. Leadership traits are useful both in and out of the classroom. Teachers
must take charge in their classrooms if they want to keep their students
engaged and motivated. Controlling the classroom and highlighting the
relevance of approaching deadlines or project objectives can both benefit
from leadership qualities Glassdoor Team (2021).

Leadership in education is a process as well. Teacher leaders are the

professionals who carry out this process to promote change in their schools
for the benefit of all students. Outside of the classroom, teacher leaders tackle
the challenges of improving their practice while working with colleagues, the
administration of the school, and professional staff—as well as with the
students and their families. It is a superb illustration of certain distinctive
qualities. All teachers share some of these traits, but only teacher leaders
regularly and simultaneously apply them into their leadership.

Conceptual Framework

This study was anchored on the following concepts and theories which
are closely relevant to researcher’s study:

Sociocultural theory

In this study the concept of mentoring as founded from Vygotsky theory

was used as one of the basis. According to Vygotsky, human development
relies on social interaction and, therefore, can differ among cultures.

Sociocultural theory stresses the role that social interaction plays in

psychological development. It suggests that human learning is largely a social
process, and that our cognitive functions are formed based on our interactions
with those around us who are "more skilled”. According to the sociocultural
perspective, our psychological growth is guided, in part, by people in our lives
who are in mentor-type roles, such as teachers and parents. Other times, we
develop our values and beliefs through our interactions within social groups or
by participating in cultural events. This theory focuses on how mentors and
peers influence individual learning, but also on how cultural beliefs and
attitudes affect how learning takes place.

Sociocultural theory grew from the work of psychologist Lev Vygotsky,

who believed that parents, caregivers, peers, and the culture at large are
responsible for developing higher-order functions. According to Vygotsky,
learning has its basis in interacting with other people. Once this has occurred,
the information is then integrated on the individual level.

Bruner (1966) was concerned with how knowledge is represented and

organized through different modes of thinking (or representation). In his
research on the cognitive development of children, Jerome Bruner proposed
three modes of representation: Enactive representation (action-based), Iconic
representation (image-based) and Symbolic representation (language-based).
Bruner's constructivist theory suggests it is effective when faced with new
material to follow a progression from enactive to iconic to symbolic
representation; this holds true even for adult learners.

Bruner's work also suggests that a learner even of a very young age is
capable of learning any material so long as the instruction is organized
appropriately, in sharp contrast to the beliefs of Piaget and other stage
theorists.

Job Enrichment Theory

The theories of Job Enrichment as postulated by Huczynski and

Buchanan explore motivation as a social process which involves influencing
the behaviour of others. Frederick Herzberg (1966), a behavioural
psychologist, was the first to develop the concept of job enrichment when
looking at what factors influenced job satisfaction and dissatisfaction. He
found that the factors which led to satisfaction were different from those which
led to job dissatisfaction and called this a ‘two-factor theory of motivation’, the
two sets of factors being hygiene and motivator factors.

Similarly, Jeffrey Pfeffer (1998) found that pay, “the manager’s

favourite motivational mechanism,” actually undermines performance. He lists
and discusses six “myths” about pay and concludes that, myths that individual
incentive pay improves performance and that people work primarily for money
are dangerous because, he says, “they absorb vast amounts of management
time and make everybody unhappy.”

Theory of Performance (ToP)

Elger (2007) developed the Theory of Performance (ToP). The theory

focuses on six fundamental ideas to create a framework for explaining
performance as well as performance enhancements. To perform is to deliver
worthwhile outcomes. An individual or a group of people working together in a
performance is referred to as a performer. Level of performance reflects
where you are on the road of developing performance. The six elements
context, level of knowledge, level of skills, level of identity, personal factors,
and fixed factors all play a role in the current level of performance. We
suggest three axioms for efficient performance enhancements. They entail
adopting a performer's mindset, immersing oneself in a stimulating setting,
and engaging in reflective practice.
 Research Paradigm

INDEPENDENT VARIABLES DEPENDENT VARIABLE

Mentoring Practices
a. New teacher
induction
b. Career
enhancement
c. Professional
development Performance
a. Instructional Skills
b. Guidance Skills
c. Leadership Skills
Level of Morale
a. Attitudes towards
Self and Profession
b. Attitudes towards
Their Superior and
Fellow Teacher
c. Attitudes towards
Their School and
Community?

Figure 1. Shows a schematic diagram between the relationship of the

independent variables and dependent variable.

Hypothesis of the Study

 The following null hypothesis are advanced for testing at 0.05 level of
significance:

Ho: There is no significant relationship between the mentoring practices, level

of morale and elementary teachers’ performance.

Ho: No variables best predict performance

METHODOLOGY

The participants of the study were the public elementary school

teachers from Maramag II District, province of Bukidnon.

Research Design

This study is utilizing the quantitative research, particularly descriptive-

correlational, to describe the result of the benefits of the mentoring practices,
level of morale, and elementary teacher’s performance of Public Elementary
School Teachers.

Locale of the Study

This study is conducting at public elementary schools in Maramag II

District. The schools under Maramag II District are: Dologon Central
Elementary School; Famador Integrated School; Kiharong Elementary School;
Kisanday Elementary School; Lumatong Pangukuyan Ta Apu Man-ohay;
Musuan Integrated School with; New Tubigon Elementary School; Panadtalan
Elementary School;Panalsalan Elementary School; San Roque Elementary
School; Tubigon Elementary School.
 Participants of the Study

The participants of the study are the public elementary school teachers
from Maramag II District in the province of Bukidnon.

Table 1 presents the number of teacher participants from eleven (11)

schools under Maramag II District.

Table 1. The public elementary schools of the Maramag II District, Maramag

Bukidnon

Name of Schools Sample

(n)
Dologon Central Elementary School 34
Famador Integrated School 19
Kiharong Elementary School 14
Kisanday Elementary School 11
Lumatong Pangukuyan Ta Apu Man -ohay 2
Musuan Integrated School 42
New Tubigon Elementary School 7
Panadtalan Elementary School 18
Panalsalan Elementary School 11
San Roque Elementary School 13
Tubigon Elementary School 13

The Research Instrument

 This study will employ modified and adapted survey questionnaire in
measuring the benefits of mentoring practices, level of morale and teachers’
performance.

Mentoring Practices

The first part will intend to measure the perceive benefits of mentoring
practices of public school elementary teachers in relation to: New teacher
induction; Career enhancement and Professional development. The
mentoring practices checklist used in this research work will be modified
adapted from work of Pan and Mutchler (1990).

The following scoring procedure will observe to measure the benefits of

mentoring practices:

Numerical Rating Descriptive Rating Qualitative interpretation

5 Always Extremely effective

4 Frequently Very effective

3 Sometimes Fairly effective

2 rarely Not very effective

1 never Not at all effective

Level of Morale

The second part intend to measure the Level of Morale in terms of:
Attitudes towards Self and Profession; Attitudes towards Their Superior and
Fellow Teachers; Attitudes towards Their School and Community?. The Level
of Morale questionnaire is adapted from Nicodemus (2011).

The following scoring procedure will observe to measure the extent of

level of morale:
Numerical Rating Descriptive Rating Qualitative Interpretation

5 Strongly Agree Very High

4 Agree High

3 Uncertain Moderate

2 Disagree Low

1 Strongly Disagree Very Low

Teachers’ Performance

The third part will intend to measure the level of teacher’s performance
in relation to: Instructional Skills; Guidance Skills; Leadership Skills. The
teachers performance questionnaire adapted from Catolos (2014).

The following scoring procedure will observe to measure the extent of

teacher’s performance:

Scale Range Qualitative Interpretation

5 4.50-5.00 Outstanding

4 3.50-4.49 Very Satisfactory

3 2.50-3.49 Satisfactory

2 1.50-2.49 Fair

1 1.00-1.49 Poor

Data gathering Procedure

 In gathering the necessary data, the researcher seek authorization
from the District Supervisor to perform the study. The researcher also ask for
school principals’ approval for accommodation after the SDS office granted
the request.

Before administering the questionnaires, participants are inform

through a letter or email that they are choose to take part in this study. The
anonymity of responses is also maintain and use for the study only. All
information provide is keep confidential and will report as aggregate data.

Ethical Consideration

As to the requirements for conducting research using human subjects,

the researcher considers the protection and the rights of the research
participants as defined by ethical consideration. In recruiting participants,
prospects are inform that participation will be voluntary and can withdraw from
the study anytime. Participants’ responses are keep confidential and provide
with a written document outlining the purpose of the study, their rights as
participants, and confirmation that their information remain anonymous
throughout the entire process.

Statistical Analysis

For a clearer computation and interpretation of the data gathered from

the survey questionnaires, the researcher used the following statistical tool.

Descriptive statistics such as mean, frequency and percentage are use

to determine the benefits of mentoring practices in relation to new induction,
career enhancement and professional development; to determine the level of
morale in terms of attitudes towards self and profession, attitudes towards
their superior and community and attitudes towards their school and
community?; and to determine the level of teachers’ performance in relation to
instructional skills, guidance skills, and leadership skills.

Pearson product-moment correlation is use to validate the relationship

between the mentoring practices, level of morale, and elementary teachers’
performance. Regression analysis is use to determine the predictors of
performance.
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 APPENDICES

November 17, 2022

DR. DAISY D. UAYAN

Maramag II District Supervisor
Maramag, Bukidnon

Dear Dr. Uayan:

Greetings!

I would like to ask permission to allow me to conduct a survey among the teachers in
the schools under your supervision. I am currently enrolled in the Master of Arts in
Education with a major in Administrative and Supervision at Central Mindanao
University. The study is entitled "Mentoring Practices, Level of Morale, and
Elementary Teachers' Performance" and is a requirement of my subject, Educ 299-
Graduate Seminar. I proposed to conduct the said study among public elementary
school teachers in the Maramag II District in the Province of Bukidnon.

This study would last only for about 15 to 25 minutes and would be arranged at a
time convenient to the teacher's schedule. Participation in the survey is entirely
voluntary, and there are no known or anticipated risks to participate in this study. All
provided information will be kept strictly confidential and used only for academic
purposes.

Your approval to conduct this study will be greatly appreciated. Thank you very much
for granting my request. May God bless us always and keep us safe!

Very respectfully yours,

JANESE B. LARIOSA
Student, Master of Arts in Education major in Administration and Supervision

Approved by:
DAISY D. UAYAN, Ph.D.
Maramag II District Supervisor

Appendix 3. Survey Questionnaire: Survey for Mentoring Practices

(Modified adapted from Pan & Mutchler 1990)

PART I. Mentoring Practices

Directions: Below are statements indicating the benefits of mentoring

practices. Kindly indicate how you perceive your mentoring practices
regarding the following variables: New Teacher Induction, Career
Enhancement and Professional Development. Please be guided with
the rating scale below in expressing your answer. Put a check (/) on
the column that corresponds to your answer.
5– Always 2– Rarely
4 – Frequently 1 – Never
3 – Sometimes

Benefits of the Mentoring practices 5 4 3 2 1

New teacher induction
1 Support the beginning teachers by giving incentive or
stipend
2 Increased retention of beginning teachers
3 Improved skills and knowledge of beginning teachers
4 Increased job satisfaction among teachers
5 Assessment of beginning teachers

Career enhancement
6 Teacher preparation program request for mentoring
activities
7 Training for mentors
8 Increased student achievement
9 Participation of local teacher program(s)
1 Availability of materials or equipment (e.g. manuals,
0 forms, training supplies/equipment, etc.)

Professional development
1 Desire to build collegial culture among teachers
1
1 Increased mentoring activities in the district
 2
1 Improved relationship between district and teacher
3 preparation
1 Financial support for mentors, beginning teachers, or
4 program staff
1 State guidance on how to plan and implement
5 mentoring activities

Appendix 4. Questionnaire on the Level of Morale

(adapted from Nicodemus 2011)

PART II. Level of Morale

Directions: Below are statements indicating the Level of Morale. Kindly

indicate how you identify the level of morale in terms of: Attitudes
Towards Self and Profession, Attitudes Towards Superiors and Co-
Teacher and Attitudes Towards School and Community. Please be
guided with the rating scale below in expressing your answer. Put a
check (/) on the column that corresponds to your answer.

5–Strongly Agree 2–Disagree

4 – Agree 1 – Strongly Disagree
3 –Uncertain

Level of Morale 5 4 3 2 1
Attitudes Towards Self and Profession
1 I take pride in being a teacher.
2 I see teaching as my lifetime career.
3 I feel confident with my job and other assignment
4 I behave in a manner that upholds the dignity of the
profession
5 I owe it to myself to improve my personal and
professional life

Attitudes Towards Superiors and Co-Teacher

6 I welcome advice from my peers and superiors.
7 I can resolve problems and conflicts with co-teachers
easily
8 I gain the respect and confidence of my fellow teachers
9 My superiors and co-teachers trust my expertise and
ability
10 I am confident to communicate with my superiors

Attitudes Towards School and Community

11 I feel a sense of unity and cooperation which provide
good organizational climate
12 I feel a sense of belonging to the school
13 I am eager to participate in any school activities or
community programs
14 I am always on time on task/activities assigned
15 I always attend faculty meetings and other needs of the
school
Appendix 4. Questionnaire on Teachers’ Performance
(adapted from Catolos 2014)

PART III. Teachers’ Performance

Directions: Below are statements indicating the Level of Teachers’

Performance. Kindly indicate how you determine the Level of Teachers’
Performance in relation to: Instructional Skills, Guidance Skills and
Leadership Skills. Please be guided with the rating scale below in
expressing your answer. Put a check (/) on the column that
corresponds to your answer.

Scale Range Qualitative Interpretation

5 4.50-5.00 Outstanding
4 3.50-4.49 Very Satisfactory
3 2.50-3.49 Satisfactory
2 1.50-2.49 Fair
1 1.00-1.49 Poor

Level of Teacher’s Performance 5 4 3 2 1

Instructional Skills
1 help create a very friendly environment in school
2 interact with students in and out of the school
3 mingle with co-employees during free time

Guidance Skills
4 Captivate the mood of the students through
motherly/fatherly approach
5 challenge students to share with one another and
make them feel at home
6 Create a feeling of security between and among
class members
7 Develop sense of belongingness to members of the
 class
8 Discuss topics that promotes good behavior
9 Give positive advice to students with problems
10 Perform task not only as teacher but also as
guidance counselor
11 Prepare all students mood before starting the lesson
12 Promote harmony among students with different
interest
13 Share personal experiences to make the students
feel at ease

Leadership Skills
14 ask suggestions from peers when doing group
activities
15 consider new policies challenging
16 cooperate with superiors and peers
17 demonstrate creativity when doing assigned tasks
18 display positive attitude at all times
19 exhibit professionalism in dealing with others
20 perform assigned tasks by own initiative
21 perform tasks to the maximum standards
22 respect others’ opinion during brainstorming
23 show active participation in group work