Advanced International Journal for Research

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Volume 7 Issue 5
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Mentoring Practices and Professional Learning Climate: Foundations for Creating a Culture of Excellence among Teachers

Author(s) Ms. FRANCES MAE L ESPEJO, Mr. MARLOU M BERSANO, Mr. JOSEPH A NARISMA
Country Philippines
Abstract This study examined the relationship between mentoring practices and the professional learning climate as foundations for creating a culture of excellence among teachers in selected public elementary schools in the Province of Bohol. Specifically, it described the respondents' profile in terms of age, gender, civil status, highest educational attainment, length of service, performance rating, relevant trainings, seminars and workshops attended, and technology resources available in the school. It also assessed the level of mentoring practices in terms of instructional mentoring, coaching and feedback mechanism, and support for professional growth, as well as the level of professional learning climate in terms of shared values and vision for continuous improvement, collaborative learning culture, open communication and trust, opportunities for professional learning, and supportive school leadership. Furthermore, the study determined the significant relationship between mentoring practices and the professional learning climate, identified the challenges encountered by the respondents, and developed a Learning and Development (L&D) Training Program based on the findings. A quantitative descriptive-correlational research design was employed involving twenty-seven (27) respondents composed of three (3) school heads and twenty-four (24) teachers from three selected public elementary schools in Bohol. Data were collected using an adopted and modified questionnaire and analyzed using frequency, percentage, weighted mean, and Pearson's Correlation Coefficient. The findings indicated that mentoring practices and the professional learning climate were generally perceived at a high level, reflecting the consistent implementation of instructional mentoring, coaching, collaborative learning, supportive leadership, and professional development initiatives within the participating schools. The analysis likewise indicated a positive and significant relationship between mentoring practices and the professional learning climate, suggesting that strengthened mentoring contributes to a more supportive and collaborative learning environment. Challenges identified included workload, limited time for mentoring, scheduling conflicts, and limited professional development opportunities. Based on these findings, a Learning and Development (L&D) Training Program was proposed to strengthen mentoring practices, enhance professional collaboration, and cultivate a sustainable culture of excellence among teachers.
Keywords Mentoring Practices, Professional Learning Climate, Instructional Mentoring, Coaching And Feedback, Professional Growth, Culture Of Excellence, Teachers, Learning And Development (L&D) Training Program, Public Elementary Schools, Bohol
Field Sociology > Education
Published In Volume 7, Issue 5, September-October 2026
Published On 2026-10-15
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