Dimensions of Mentoring, Aspects of Coaching and Teachers’ Performance in Public Elementary School

Abstract

The study conducted in public elementary schools of Calauan Sub-Office, Schools Division of Laguna revealed several important findings and conclusions. The perception of mentoring activities among respondents was notably positive, highlighting the value placed on professional support, collegial relationships, working dynamics, confidence-building, and clear guidance provided by mentors. Coaching activities were similarly well-received, demonstrating qualities of balance, concreteness, shared responsibility, respect, and effective conversation shaping. Moreover, the study recognized teachers' consistently high performance across critical areas such as content knowledge, learning environments, diversity inclusivity, curriculum alignment, assessment practices, community engagement, and personal growth. Notably, significant relationships were found between mentoring/coaching dimensions and teacher performance, refuting null hypotheses and emphasizing the importance of supportive mentoring and effective coaching in enhancing educational outcomes. Consequently, the study recommends enhancing mentoring and coaching programs to strengthen identified aspects, fostering collaborative, goal-oriented environments that empower teachers to excel in their professional roles, ultimately enriching educational experiences for students.