Mentorship Engagement Programs: Stories of Novice Teachers

This study explored the lived experiences of novice teachers in mentorship engagement programs within the Kapalong West District, Division of Davao del Norte. Ten beginning teachers participated through in-depth interviews and focus group discussions, utilizing a phenomenological approach to uncover their experiences, coping mechanisms, and insights. Thematic analysis revealed three major themes related to their experiences: supporting novice teachers, fostering professional growth, and improving job satisfaction and emotional resilience. In addressing mentorship challenges, participants employed coping strategies such as building strong relationships with mentors, seeking continuous feedback, and developing emotional regulation and resilience. Additionally, the study highlighted key insights for educational management, including the importance of structured mentorship programs, long-term teacher retention strategies, and tailored mentoring approaches. Anchored in Bandura’s Social Learning Theory, Lave and Wenger’s Situated Learning Theory, and Mezirow’s Transformative Learning Theory, the findings underscore how observation, authentic engagement, and reflective practices contribute to professional development. The study concludes that mentorship engagement programs play a vital role in helping novice teachers thrive, build their professional identities, and sustain their commitment within a collaborative learning community.