Mentoring practices, challenges, and opportunities of master teachers in Gingoog City Division

The primary objective of this qualitative study was to explore the experiences, challenges, and opportunities encountered by the awarded master teachers in the Gingoog City Division, with a particular focus on their mentoring practices and professional development. Through in-depth interviews utilizing Colaizzi’s descriptive phenomenological method, the study delved into the perspectives and insights of ten (10) awarded elementary school master teachers, providing a rich and multifaceted understanding of the mentoring landscape within the division. The study’s findings revealed several significant themes related to the mentoring practices of master teachers, including building relationships and collaborative mentoring, feedback, reflection, and professional growth, and coaching, modeling, and classroom observation. Emerging themes relative to challenges include resistance to change and reluctance to accept guidance, time constraints and workload management, and relationship management and mentee dynamics. In terms of key opportunities and benefits, the participants highlighted the importance of personal fulfillment through mentee success, reciprocal learning and professional growth, and strengthened relationships and professional collaboration. In terms of the influence of the received awards and recognitions to the master teachers’ mentoring practices, the key themes include enhanced professional responsibility and self-reflection, motivation to serve as a role model and inspire others, and professional growth and networking opportunities. Moreover, the participants recommend the following areas to be included to improve the division’s induction program for new master teachers: developing effective communication skills, emotional support and well-being, building strong mentor-mentee relationships, clarity in roles and responsibilities, and lifelong learning and professional growth. Based on t