Mentoring Practices and Pre-Service Teacher-Education Performance in Selected Higher Education Institutions in Cavite: Basis for A Teach Upskilling Development Program

Abstract

Teacher mentoring has become an essential component of pre-service teacher education by facilitating the transition from pedagogical theory to authentic classroom practice. Effective mentoring strengthens instructional competence, professional identity, classroom management, and reflective practice among future educators. This study assessed mentoring practices and pre-service teacher education performance at selected higher education institutions in Cavite to inform the development of a TEACH Upskilling Development Program. Specifically, the study examined mentoring practices in terms of coaching and supervision, observation, feedback mechanisms, and co-planning opportunities; evaluated pre-service teacher-education performance; determined significant differences among school heads, critic-teachers, and mentees; examined the relationship between mentoring practices and teacher-education performance; identified mentoring challenges; and assessed the acceptability of the proposed development program. A descriptive-correlational research design was employed involving 216 respondents consisting of school heads, critic-teachers, and pre-service teachers. Data were gathered using a validated, researcher-developed questionnaire and analyzed using frequencies, percentages, weighted means, standard deviations, analysis of variance, and Pearson Product-Moment Correlation. Findings revealed that mentoring practices and pre-service teacher-education performance were generally assessed as highly evident. Significant differences were observed among respondent groups in selected variables, while mentoring practices demonstrated a significant positive relationship with teacher-education performance. The proposed TEACH Upskilling Development Program was likewise rated highly acceptable, indicating its feasibility for strengthening mentoring systems within teacher education institutions. The study concludes that effective mentoring substantially contributes to the professional preparation of future teachers and recommends institutionalizing structured mentoring programs across teacher education institutions.