Perceived Mentoring Competence and Technical Assistance of Master Teachers as Predictors of Self-Reported Teacher Development

Abstract

Master Teachers play a vital role in supporting classroom teachers through mentoring, coaching, feedback, and technical assistance. This study examined whether teachers' perceptions of Master Teachers' mentoring competence and technical assistance were associated with and predictive of self-reported teacher development in Mangatarem I and II Districts, Philippines. A cross-sectional predictive-correlational design was employed involving 172 public school teachers selected through proportionate stratified random sampling. Data were gathered using a researcher-developed questionnaire that measured perceived mentoring competence, technical assistance, and self-reported teacher development. Descriptive statistics, one-way analysis of variance, Pearson's product-moment correlation, and multiple linear regression were used to analyze the data. Results showed that teachers' perceptions of mentoring competence and technical assistance did not differ significantly by length of service or educational attainment. Perceived mentoring competence was positively and moderately related to self-reported teacher development, r = .46, p < .001. Technical assistance was also positively and moderately related to self-reported teacher development, r = .56, p < .001. The regression model was statistically significant, F(2, 169) = 41.63, p < .001, and explained 33% of the variance in self-reported teacher development. Both perceived mentoring competence (beta = .24, p = .002) and technical assistance (beta = .41, p < .001) made significant unique contributions to the model. The findings indicate that both forms of professional support are meaningfully associated with teachers' perceived professional growth. However, because the study used cross-sectional and self-report data, the results should be interpreted as statistical associations rather than causal effects within the districts.