ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
——This study examined the mentoring practices of master teachers and their effects on the professional growth and performance of beginning teachers. It also investigated the relationship between teachers’ profile variables and mentoring outcomes, as well as the challenges encountered by both master teachers and beginning teachers in the implementation of mentoring programs. The study utilized quantitative research design employing descriptive-correlational methods, with data gathered through survey questionnaires administered to master teachers and beginning teachers. Statistical tools such as Pearson r correlation, multiple regression analysis, ANOVA, and ranking were used to analyze the data. Findings revealed that mentoring practices significantly contribute to beginning teachers’ professional development, particularly in enhancing pedagogical competence, classroom management, and professional confidence. However, mentoring showed limited direct influence on measurable teaching performance. Results further indicated that certain profile variables such as age, sex, position, years of experience, and participation in seminars and trainings significantly influence mentoring outcomes and teacher performance. Moreover, both master teachers and beginning teachers encountered significant challenges, including heavy workload, limited time for mentoring, lack of formal training, insufficient feedback, and inconsistent mentoring support. The study concludes that while mentoring is an essential mechanism for teacher development, its effectiveness is constrained by structural and institutional challenges. Strengthening mentoring systems through structured programs, training, and administrative support is necessary to maximize its impact on teacher growth and performance. Keywords: Mentoring Practices, Master Teachers, Beginning Teachers, Professional Development, Instructional Performance