UNIVERSITY OF MAKATI

GRADUATE SCHOOL 1

MENTORING THE MASTER TEACHERS IN THE CITY DIVISION OF

MAKATI

IN PARTIAL FULFILLMENT OF THE

REQUIREMENTS IN

DEM 312 – ADVANCE CURRICULUM PROGRAM EVALUATION

SUBMITTED TO:

DALISAY G. BRAWNER, ED.D

Professorial Lecturer

SUBMITTED BY:

ERWIN A. CABASAN, MAEd

DEM STUDENT

FIRST SEMESTER, SY 2019-2020

Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Teacher leadership is no longer optional. Its importance in student

learning, teacher retention, school culture, school improvement, the crafting of

sound education policy, and productive and innovative teachers’ associations

has been demonstrated by both research and practice. Those who engage in

teacher leadership in any capacity have seen its impacts on their students and

colleagues, but the evidence goes far beyond the anecdotal.

When it comes to teacher retention, for example, both new and

experienced teachers who leave the profession have indicated that they do so in

part because of a lack of shared decision-making roles and opportunities to lead.

Teacher retention is just one of the many areas in which teacher

leadership can help solve the most pointed and relevant problems in education,

and ultimately and most importantly, help students learn. Even without occupying

formal organizational roles, teacher leaders have a profound impact on school

culture and quality. And great achievements are possible when teachers have

formal opportunities both inside and outside the classroom. This will transform

the profession on micro and macro levels, offering more ways for teachers to

grow within the profession, improving school cultures and the overall culture of

education, and consequently, creating environments in which students can

flourish. Other major issues with which teachers express frustration, such as not
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receiving appropriate time and support to do their jobs well, can be addressed

when teachers take on larger roles in decision-making at many levels and

engage in mindful and meaningful leadership activities within their school

communities and beyond.

Importantly, however, leadership looks different for every teacher who

pursues it. Teacher leaders come from all backgrounds, and with a wide variety

of skill sets. They share a common desire to use those skill sets to benefit

students and improve learning. The current landscape of education requires that

all these teacher leaders, across a wide spectrum of experience, and with all

these skill sets, participate in the changes and transformations that are

necessary. Just as excellent teachers approach their practice from an array of

perspectives and with many talents, teacher leadership requires many

individuals’ strengths and interests, coming together for the benefit of students

and the profession.

Internationally, mentorship is above all used in professional education and

training or as a means to help new employees in their introduction to the labor

market. Mentorship in relation to higher education is, from a Scandinavian

perspective, described as something that takes place between a professionally

active person and a student. A central factor is that the mentor does not have

any evaluating or appraising function (Lauvås & Handal, 2015 Lindgren &

Morberg, 2012). But according to, Timperley (2010) he found, in a study from
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New Zealand, that mentees did not demonstrate personal, social or intellectual

development that could be related to an implemented mentor program.

Mentoring is essentially about helping people to develop more effectively.

It is a relationship designed to build confidence and support the mentee so they

are able to take control of their own development and work. Mentoring is not the

same as training, teaching or coaching, and a mentor doesn’t need to be a

qualified trainer or an expert in the role the mentee carries out. They need to be

able to listen and ask questions that will challenge the mentee to identify the

course of action they need to take in regards to their own development.

The Department of Education and Civil Service Commission summarize

the duties and responsibilities of master teachers. Some of these

responsibilities include the following: mentor co-teachers in content and skills

difficulties; guide co-teachers in the performance of duties and responsibilities;

assist the co-teachers in designing capacity development programs for

teachers; provide technical assistance to teachers to improve their

competencies; lead the co-teacher in the preparation of instructional materials

to check; improve and prepare sample lesson plans for the assigned

grade/subject area; help identify potential demonstration teachers; and give

demonstration to new/striving teachers. In terms of the instructional materials,

master teachers could assist their mentees to develop teaching aides and help

them in the validation.

Master teachers as an instructional leader find ways to help/assist their

co-teachers in carrying out their duties and responsibilities in facilitating student

learning through functional lesson plans of activities and appropriate, adequate

and updated instructional materials Archibong (2012). He further stressed that

when instruction is supervised, the purpose of making the teaching and learning

better for the learner is carried out. This was supported by Gabriel (2005) when

he said that master teachers ensure staff member feel supported while

increasing their knowledge of best teaching practices and student achievement.

According to Umaru (2011), when mentees are encouraged and guided by their

mentors in producing IMs that possess characteristics of visibility, simplicity,

attraction, and clarity, it will influence student’s academic performance.

Despite numerous trainings given to teachers, still a problem emerged

insofar as roles and responsibilities of a master teacher is concern. The

researcher identified eight areas of concern: (1) lack of time, (2) mentors and

new teachers not in the same building, (3) mentors and new teachers not in the

same field or subject, (4) mentors and new teachers not in the same area of

specialization, (5) mentors and new teachers not at the same grade level, (6)

poor communication and coaching skills, (7) lack of emotional support, and (8)

personality conflict.
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Background of the Study

The researcher being a Junior High School teacher for 21 years, and 6

years of which is being a Master Teacher, in a public secondary school of DepEd

Makati, observed that there is a need to guide the novice or newly-promoted

master teachers with the use of a program which will guide them in their exercise

of duties and responsibilities.

Based on the various initiatives of a Master Teacher in carrying out his/her

mandated role in Curriculum and Instruction, most novice master teachers are

somehow suffering from difficulty in doing his/her duty. Based on six years of

experience as Master Teacher, the researcher believes that there are certain

needs and Mentoring Program to do to deepen the knowledge and skills of how

mentorship can be used as a pedagogic tool. It is in this premise that this study

will be explored. In doing so, it is expected that administrator will take action for

the benefit of the novice master teachers and eventually benefit the students in

general.

Conceptual Framework

This study will be anchored to a number of theories as which will be concisely

discussed on the succeeding paragraphs. Likewise, it would be supported by the

GROW model is a good way to structure a meeting with your mentee. You can

either start with the goal and work logically through the model or you can move

the model around, starting with the reality and then the goal, if this works best.
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This model always finish with the way forward and ensure that this is set and

owned by the mentee. The model is outlined below.

The purpose of this research is to provide a conceptual framework for

mentoring as an added component of a learning organization in the context of

adult learning and development theories. Mentoring is traditionally a process in

which an experienced person (the mentor) guides another person (the mentee

or protégé) in the development of his or her own ideas, learning, and

personal/professional competence. Mentoring uses transformational theory

through critical reflection in a non-judgmental manner and addresses the

andragogical principle that experience is the richest source for adult learning. In
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a learning organization, adult development is fostered for both mentee and

mentor in a reciprocal and collaborative learning partnership.

Theoretical Framework

This relationship, in which a wiser and more learned individual plays a role in

supporting the development of a more inexperienced novice, is demonstrated

throughout history in the relationships of Socrates, who mentored Plato, and

Plato, who mentored Aristotle. The value and importance of a mentor in

facilitating one’s learning is further supported by the work of educational

psychologists, including Vygotsky’s (1978) conception of a “more

knowledgeable other” – one who helps another move from one point to a point

beyond where they could get on their own – and is demonstrated repeatedly in

the field of education through research and practice in countless books, journal

articles, publications, training centers, and web sites (e.g., Abell, Dillon,

Hopkins, McInerney, & O’Brien, 1995; Britton, 2006; FeimanNemser, 2001;

National Science Teachers Association, 2009; Odell & Huling, 2000).

Furthermore, the theoretical framework for this study is based on Michael

Zey’s Mutual Benefits Model. In Zey’s (1984) Mutual Benefits Model, the protégé,

mentor, and organization have mutual benefits. The protégé learns his/her job

and related political and cultural aspects of the organization. The mentor has help

doing his/her job, has a source of organizational information and intelligence, and

has a trusted advisor. Also, the attention the protégé’s accomplishments receive
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can have a positive effect on the mentor's reputation. Through the relationship,

the organization has an efficient functioning managerial team, an appropriately

socialized and integrated employee, and, most importantly, a distinct model of

managerial succession guaranteeing the transference of organizational values

and culture to the next generation of managers. This theoretical framework will

also be appropriate for this study since this model examined a three-way

interrelationship between the mentor, protégé, and organization, indicating the

benefits exchanged between the mentor and protégé and between the mentor-

protégé relationship and the organization. With the mutual benefits model as the

theoretical framework, this study will investigated how the process of mentoring

impacted the mentors’ reflective processes and teacher leadership.

The expectations given to the mentors were based on research of the

attributes of successful peer mentoring programs. These attributes included a

strong interpersonal relationship, regular contact between mentor and mentee,

and socio-emotional, academic, and career support (Brill et al., 2014; Grant-

Vallone and Ensher, 2000;Holley and Caldwell, 2012;Yob and Crawford,

2012;Yomtov et al., 2017).

The Research Design

MENTORING
PROGRAM Mentoring
-Mentor Program for
-Protégé
-Organization MTs

G.R.O.W. Model
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Statement of the Problem

This study will focus on the factors that influences difficulty of a novice or

newly-promoted Master Teachers. The study will seek to answers to the following

specific problems:

1. What is the profile of the master teachers in terms of:

1.1 age;

1.2 sex;

1.3 status;

1.4 length of service;

1.5 highest educational attainment;

1.6 position; and

1.7 status of employment?

2. What are the factors that hinder the effectiveness of a novice or newly

promoted Master Teacher?

3. How does mentoring can help or assist the developmental experiences of

a new Master Teacher?

4. What mentoring program can be proposed for mew Master Teachers?

Significance of the Study

The result of this study will hopefully benefit the novice or newly promoted

master teachers of the Division of Makati City.

School Administrators. This study may serve as an innovation program

which can be used by the school heads to equip master teachers to sustain their

effective and efficient performance.

Master Teachers. This study may be adopted by the master teachers to

serve as an instrument for mentoring program for their fellow master teachers

especially novice or those who needs technical assistance.

Students. As the master teachers gain better performance, the same

shall be for the students.

To future researchers, this study might serve as springboard for further

researchers into the other schools/division where there are master teacher items.

Scope and Delimitation of the Study

This study is delimited to the public school master teachers of DepEd

Makati City where there are 36 Elementary Schools and 9 Secondary Schools.

There are total of 50 master teachers in all the mentioned Elementary Schools

and 30 master teachers in Secondary schools. All master teachers shall be the

subject of this research.

Definition of Terms

Teacher Leadership refers to that set of skills demonstrated by teachers

who continue to teach students and have an influence that extends beyond their

own classrooms to others within their own school and elsewhere.

Master teacher is one who has mastered the basics of teaching, one who

goes above and beyond to ensure a positive learning experience for each

student, and one who shares his or her knowledge with the broader learning

community. It also refers to any person employed as a teacher with a salary

grade of at least 18 for MT1, SG 19 for MT2, SG 20 for MT3, and SG 21 for MT4.

Mentoring is generally considered the act of helping one build his or her

skills and self- sufficiency through trusting and supportive relationships.

Salary Grade is a predetermined compensation level for a given position

within an organization as funded by the Department of Budget and Management

(DBM). The level is expressed through a salary range and typically the levels

are set at each individual business entity.

School. It is an institution designed for the teaching of students under the

direction of teachers. A home of learning, it is a place where the learners

enhance their skills and achievements takes place in this institution.

Specialization. This is the act of limiting one’s study or work to one

particular area, or a particular area of knowledge.

Student. One who attends school that needs to learn knowledge and

skills.
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