Year: 2025
Type: article
Abstract: This qualitative phenomenological study explored the lived experiences of young administrators in mentoring probationary teachers within a private university in Davao City, Philippines. Focusing on administrators within their first five years of service, this research aimed to uncover the challenges they face, the strategies they employ, and the insights they gain in their dual roles as mentors and leaders. Through in-depth interviews, three main themes were identified: Challenges in Mentoring, which included systemic constraints and individual variances; Effective Mentoring Strategies, highlighting personalized support and observational learning; and Insights for Leadership, emphasizing the development of mentorship skills and the impact on personal growth. Findings suggest that effective mentorship requires tailored training programs, reflective practices, and a collaborative mentorship environment. These elements are crucial for enhancing the professional development of both mentors and probationary teachers, thereby improving educational outcomes and institutional stability. The study contributes to the understanding of how mentorship can be optimized to support novice teachers and underscores the importance of leadership development in educational settings.
Language: English
Subfield: Social Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4409617147