The research aimed to analyze the influence of the master teachers mentoring and coaching on the teaching effectiveness and novice teachers performance. The objectives of the study are the following: assess the extent of master teachers mentoring and coaching skills evaluate the level of teaching effectiveness of the novice teachers analyze the status of performance of novice teachers discuss the significant relationship between the master teachers mentoring and coaching skills on teaching effectiveness and performance of the novice teachers and discuss the significant predictors of mentoring and coaching. This paper used quantitative research study. It also employed a descriptive research design. A self-made questionnaire was used to measure the mentoring and coaching skills of the master teachers. This involved ten (10) sub-offices in the province of Laguna, fifty-one (51) master teachers and one hundred-twenty (120) novice teachers. Based on the data gathered, all the indicators were all very great extent in the mentoring and coaching skills of the master teachers. The level of teaching effectiveness of the novice teachers indicators was all high. Also, the status of performance of novice were all very high. As for the master teachers mentoring and coaching skills, it has a significant relationship on the teaching effectiveness and novice teachers performance. In addition, the teaching effectiveness indicators revealed that it was a predictor of master teachers mentoring and coaching skills while novice teachers performance is not a predictor. On the other hand, mentoring and coaching are vital components in enhancing both teaching effectiveness and novice teachers performance. This means that by combining mentoring and coaching skills, master teachers and school administrators can leverage the strength of each method to achieve optimal results in professional development of novice teachers. The study concluded that there are significant relationships between the master teachers mentoring and coaching skills towards teaching effectiveness and novice teachers performance. Teaching effectiveness is a predictor of master teachers mentoring and coaching. The hypotheses of this study were rejected. Lastly, based on the findings and conclusions drawn, the following are hereby recommended: (1) by modelling effective modelling effective techniques and offering support to deepen content knowledge, master teachers can assist the novice teachers in improving their teaching methods and strategies. (2) novice teachers may benefit from regular self-reflection exercises and provide constructive feedback from master teachers, which can foster self-reflection and improvement. (3) by assisting the novice teachers in designing engaging lessons and implementing differentiated instructions, master teachers may support student achievement and engagement. (4) master teachers may work hand-in hand in providing access to professional development opportunities and help novice teachers stay updated with current educational practices. (5) future researchers may delve deeper into specific factors through which master teachers mentoring and coaching skills influence the teaching effectiveness of novice teachers.