The Mentor and the Mentee: Heuristic of Mentoring Program in Lemery Pilot Elementary School

Abstract

INTRODUCTION

Mentoring programs are common features in many school systems today. Such programs are seen as a means of promoting teacher's ability and improving teacher's quality. In LPES, it is observed that the mentoring program is really beneficial to both mentees and mentors. The existing mentoring program is implemented due to the call of the department, and it was not designed formally but executed as literally as it is. Furthermore, the objectives of the mentoring programs were not clarified among master teachers as mentors. For this reason, the mentoring process was not that executed properly. This scenario prompted the researcher to conduct this study to help the elementary master teachers to be equipped with the proper mentoring process and to clarify the different areas which are needed to be maximized for them to be skilled on the proper mentoring.

METHODS

A questionnaire or a feedback monitoring form on the mentoring program was the material used in this research which served as the basis of the course of action taken after the accomplishment of the research. The researcher used a quantitative research design that applies the use of statistics.

RESULTS

The status of the mentoring program with reference to the mentors' competence needed improvement. The skilled competencies of the mentees as evaluated by the teachers and the master teachers were demonstration of initiative to learn, gained knowledge and new experiences from the mentor, applied knowledge gained in actual situation, demonstrated professional relationship with the mentor and being polite and respectful in the course of the mentoring program while the competencies measured as moderately skilled are: accepted and responded appropriately to constructive criticism, performed and completed assigned tasks and displayed good time management skills.

DISCUSSIONS

Mentoring is the essential fuel in transforming the education system that is why a restructured mentoring program is needed in order for the teachers to be equipped in the areas which they need to enhance and develop. The findings indicated that mentors needed to improve their mentoring skills. there should be greater clarity on the mentoring process and they should be equipped on the competencies. in order to increase the quality and quantity of mentoring for promoting the teacher's ability and enhancing the teacher's quality in order for them to address the needs of the learners.