Author

Diane A. Bonghanoy
Agusan Colleges, Inc.
Butuan City, Philippines
Email: diane.bonghanoy@deped.gov.ph

Abstract

This study examined the extent of mentoring practices among highly proficient teachers (HPTs) and the professional development of teacher-mentees in the South District of the Butuan City Division. Additionally, it aimed to examine the influence of HPTs’ mentoring practices on mentee development. The study employed a quantitative research design using a descriptive-causal approach. A validated and reliable survey questionnaire was administered to selected teacher-mentees, and the data were analyzed using weighted means and regression analysis. The findings revealed that HPTs exerted a very satisfactory level of mentoring in career-related functions and an excellent level in psychosocial functions. Teacher-mentees’ development was assessed as highly developed, reflecting substantial growth across multiple professional domains. Although both HPTs and mentees performed at high levels, neither reached the highest possible expectations. in totality. Among mentoring dimensions, the research productivity of HPTs received the lowest rating, which paralleled the mentees’ lowest area, research engagement. Ordinal regression analysis further indicated that HPTs’ content knowledge and pedagogy consistently influenced all areas of mentee development, except teaching practices, which were not significantly affected by any predictor. Based on these findings, the study emphasizes the importance of structured mentoring as a policy recommendation. This approach should involve mentee self-assessment, targeted guidance from HPTs, and reciprocal feedback to address specific developmental needs. Implementing a structured mentoring framework can strengthen teacher competencies, support professional growth, and enhance overall development among teacher-mentees.

Keywords: Career-related functions, highly proficient teachers, mentoring practices, professional development, psychosocial functions

DOI: http://doi.org/10.69651/PIJHSS0501808

Recommended citation:
Bonghanoy, D. A. (2026). Mentoring practices of highly proficient teachers: Influence on teacher development. Pantao (The International Journal of the Humanities and Social Sciences) 5 (1), 9008-9020. http://doi.org/10.69651/PIJHSS0501808

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