ABSTRACT
This research focused on the master teachers' actual experiences with mentoring programs from the Division of Calamba City public schools. The study examined ten Master Teachers' experiences, difficulties, and coping mechanisms. Participants were interviewed semi-structured as part of the data collecting process, and the answers were then evaluated using Interpretative Phenomenological Analysis. From the testimonies of master teacher participants, 10 themes, namely Coaching and Mentoring, Providing Guidance and Technical Assistance, Leading and Trusting Teachers, Giving Advice, Solutions, Ideas, and Encouragement, Being Good Example, Conflict with Time Schedule and Low Internet Connection, Communication and Positive Attitude, Proper Mentoring, Schedules Conferences, Professional Growth and Conducting Programs.
Master teachers do play a crucial role in mentoring. The obstacles they faced have made effective mentorship difficult. Master educators use a variety of techniques to overcome difficulties. Additionally, they constantly strive for growth and seek out expert training to increase their mentoring abilities. Furthermore, they employed their experiences as a manual for instructing new teachers in effective teaching. As an output of the study, a mentoring program is a guide for master teachers to increase teachers’ performance and help them in their professional development. More so, for master teachers to capacitate them in their mentoring skills and practices.
Keywords: Mentoring, Master Teacher, Lived Experience
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