EXPERIENCES ON MENTORING BEGINNING TEACHERS: A PHENOMENOLOGICAL STUDY

This qualitative phenomenological study explored the lived experiences of school heads in mentoring beginning teachers in selected public elementary and secondary schools in Compostela Davao de Oro. Guided by Vygotsky’s Sociocultural Theory particularly the concept of scaffolding the research examined the challenges encountered coping mechanisms adopted strategies implemented and insights gained by school heads in their mentoring roles. Six school heads with at least three years of active mentoring experience were purposively selected. Data were collected through in-depth semi-structured interviews supplemented by observational notes and reflexive journaling and analyzed using a six-phase thematic analysis. Findings revealed that mentoring is perceived as both essential and reciprocal providing professional guidance to novice teachers while enriching the leadership skills of school heads. Key strategies included structured dialogues classroom walk-throughs modelling feedback and collaborative learning opportunities. Challenges were rooted in workload demands policy constraints personality differences classroom management issues and limited resources particularly in rural settings. Coping mechanisms involved peer support delegation reflective practice and maintaining empathetic relationships with mentees. Insights underscored mentoring as a transformative process that fosters teacher competence resilience and professional identity while strengthening school leadership. The study recommends institutionalizing structured mentoring frameworks providing protected time for mentoring enhancing mentor training and fostering community and stakeholder collaboration to sustain effective teacher induction. These findings have implications for improving mentorship programs teacher retention and educational quality in under-resourced rural contexts.