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TEACHER MENTORING AND COACHING ENVIRONMENT OF RAMON DISTRICT TOWARDS EFFECTIVE TEACHING PRACTICE
MARITES C. BUGARIN, Master Teacher 1, San Sebastian Integrated School; EMILY N. TOMAS, Public Schools District Supervisor, Ramon District; JONIFFER B. SORIANO, Teacher III/ TIC, Purok ni Bulan Elementary School
ABSTRACT
This pilot study aimed to examine the mentoring and coaching practices in the Ramon District during the 2023–2024 academic year to provide a foundation for establishing a structured, sustainable culture of instructional support. Specifically, the study sought to understand how current mentoring initiatives are implemented, identify the support mechanisms in place, and explore the challenges and success indicators associated with these practices. The study utilized a qualitative research design through conceptual analysis. Data were gathered from a purposive sample of educators, school heads, and district personnel via semi-structured questionnaires, focus group discussions, field observations, and document review. Thematic analysis was used to extract common themes and patterns across the data sources. Results revealed that mentoring and coaching efforts were primarily directed toward improving instructional delivery, supporting educational programs, and fostering professional development. These efforts were supported by local funding, peer collaboration, and administrative backing. However, gaps such as the absence of a structured schedule and lack of a unified framework were identified as barriers to consistent implementation. Indicators of success included student mastery, teacher performance feedback, and monitoring outcomes. The study concluded that while informal mentoring practices are present, a formal, district-wide framework is needed to standardize and sustain efforts. It is recommended that a structured mentoring model with designated schedules, clear objectives, and regular evaluation mechanisms be integrated into district initiatives to promote consistent professional growth.
Keywords: instructional development, peer collaboration, school leadership, professional support systems, reflective practice
Year: 2025
posted on June 11, 2025
How to Cite
Bugarin, M., Tomas, E., & Soriano, J. (2025). Teacher Mentoring and Coaching Environment of Ramon District Towards Effective Teaching Practice. Saringit, 5(1), 29-35.
