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Explore published and unpublished research from our faculty, students, and researchers.

Research Entries
83
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Showing 1–3 of 3 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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Student Research

Instructional Workload Management And Perceived Stress Among Elementary Teachers Of Kalawisan Elementary School

Reca Mae C. Maloloy-On, Hanah Marie C. Mercado, Lovely V. Amodia, Rebecca T. Awa, Lara Mae O. Daro, Victoria Lyn G. Licayan, John Lloyd E. Tagsip

Student Research · 2025

Student ResearchThesisSDG 3: Good Health and Well-BeingSDG 4: Quality Education

Bachelor of Elementary Education

Reca Mae Maloloy-on¹, Hanah Marie Mercado², Lovely Amodia³, Rebecca Awa⁴,Lara Mae Daro⁵, Victoria Lyn Licayan⁶ and John Lloyd Tagsip⁷ Cordova Public College Gabi, Cordova, Cebu Philippines maloloyonrecamae.cte.cpc@gmail.com Instructional workload management plays a crucial role in shaping teachers’ well- being and job performance, particularly in the elementary education sector. This study aims to determine the relationship between instructional workload management and perceived stress among elementary teachers at Kalawisan Elementary School. Using surveys completed by 34 teacher-respondents, the research examines workload components such as lesson planning, material preparation, student assessment, administrative tasks, and extracurricular coaching. Results reveal that high instructional workloads significantly contribute to elevated stress levels, while effective workload management correlates with improved teacher well-being and teaching efficacy. Additionally, teachers employ various coping mechanisms, including task prioritization and peer collaboration, to mitigate stress. The study concludes that balancing workload demands with adequate resources is vital for enhancing teacher satisfaction and performance. It recommends implementing policies that streamline tasks and provide support systems to reduce stress and foster professional growth among educators.

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