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
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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