Coaching and mentoring practices of master teachers: Basis for a support system model in the Division of Oriental Mindoro

Abstract

This study investigated the coaching and mentoring practices of Master Teachers in the Division of Oriental Mindoro to develop a structured support system model. Using an Exploratory Sequential Mixed Method Design, the research first explored qualitative data from interviews with Master Teachers to identify effective strategies, challenges, and enabling conditions. These insights informed the development of quantitative surveys to measure the extent of demonstrated competencies across professional domains. Findings revealed five major domains of practice: instructional coaching, strategic mentoring, collaborative and professional practices, relationship-centered coaching, and standards-based reflective practices. The study also identified key challenges such as limited resources, workload pressures, and inconsistencies in mentoring implementation. Based on these findings, the research proposed a support system model detailing roles, timelines, tools, and evaluation indicators to enhance professional growth, instructional effectiveness, and teacher collaboration. The study recommends piloting the model and conducting future validation to assess its effectiveness and adaptability across different educational contexts.