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Mentoring Initiatives and Relationships on Self-Efficacy and Teaching Quality of Out-of-Field Teachers: A Mediation Model

Volume: 151  ,  Issue: 1 , June    Published Date: 02 July 2024
Publisher Name: IJRP
Views: 114  ,  Download: 36 , Pages: 1041 - 1060    
DOI: 10.47119/IJRP1001511620246889

Authors

# Author Name
1 Erickson C. Barrios

Abstract

This study explored how mentoring initiatives and relationships boost out-of-field teachers self-efficacy and teaching quality. It examined their confidence in instructional strategies, student engagement, classroom management, and perceptions of teaching quality regarding intellectual challenges, relevance, and a supportive learning environment. The study assessed the effectiveness of mentoring initiatives in upskilling, mentor-mentee relationships, and overall mentoring quality. Using a descriptive research design, data were gathered and analyzed within the context of out-of-field teaching. The analysis revealed very high levels of self-efficacy among out-of-field teachers, particularly in instructional strategies and student engagement. These teachers rated their teaching quality as outstanding, excelling in intellectual quality and fostering supportive learning environments. Mentoring initiatives received very high ratings, indicating their effectiveness in supporting professional development. The study found a significant positive correlation between self-efficacy and teaching quality, with mentoring initiatives partially mediating. This highlights the critical impact of mentoring on enhancing teachers self-efficacy and teaching quality. In conclusion, this study emphasizes the importance of fostering out-of-field teachers self-efficacy to improve teaching quality and the significance of effective mentoring programs. It recommends promoting collaborative learning and peer support networks to strengthen self-efficacy and foster a supportive, inclusive school culture.

Keywords

  • Out-of-field teachers