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Explore published and unpublished research from our faculty, students, and researchers.

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Showing 1–2 of 2 research entries

Student Research

Mentor – Mentee Relationship: Pre And Post Conference Experiences Of Teachers During Classroom Observations

Mae Therese C. Credo, Jalen Rose M. Sumagang, Eros M. Miñoza, Rose Ann P. Nuñez, Shara S. Oyao, Catherine T. Pasigna

Student Research · 2026

Student ResearchThesisSDG 4: Quality Education

Bachelor of Elementary Education

This study examined the mentor–mentee relationship by analyzing the effects of pre- and post-conference experiences on teachers' preparedness, instructional performance, and professional growth during classroom observations in the Cordova District. Using a quantitative research design , data were collected from mentors and mentees through structured questionnaires with Likert-scale ratings. Statistical analyses, including frequency counts, percentages, mean scores, and inferential statistics, were employed to determine the significance of relationships and differences in participants' experiences. Findings revealed that preconferences significantly improved lesson planning, alignment of learning objectives with student needs, and instructional preparation, while post-conferences positively influenced reflective practice, feedback utilization, and teacher confidence. The study concludes that structured pre- and post-conference activities enhance teacher performance and strengthen the mentor–mentee relationship. Recommendations include institutionalizing regular conferences and providing mentor training to maximize professional growth.

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Student Research

Role Of Feedback In Teaching Mentoring: Experiences, Views, And Issues

Maria Jowera E. Obregon, Lieca N. Perez, Ciarra Babe C. Carbellido, Kathlyn Anne R. Demape, Grace M. Dico, Ayen T. Garces

Student Research · 2026

Student ResearchThesisSDG 4: Quality Education

Bachelor of Elementary Education

Feedback is a crucial element in teaching mentoring, shaping professional growth, instructional practices and collaborative learning between mentors and mentees. This study explored the experiences, perspectives and challenges related to feedback among elementary teachers during classroom observation and mentoring sessions. Employing a qualitative research design, the study focused on the lived experiences of teachers. 20 participants were purposely selected, including 5 mentors and 15 mentees. Data were gathered through semi-structured interviews with open-ended questions and analyzed thematically to identify patterns in experiences, perceptions and challenges. Findings indicate that feedback significantly enhances teaching strategies, promotes reflective practice, and facilitates effective adjustment between mentors and mentees. Nevertheless, challenges such as differing expectations, communication barriers and timing constraints were observed. Based on the findings, recommendations are proposed to strengthen feedback processes and support more effective mentoring practices in elementary education.

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