The impact of coaching and mentoring on teachers’ performance in public and private schools

This study examined the relationship between coaching and mentoring practices and teachers’ performance in public and private elementary schools in Carmen, Cebu. Using a descriptive-correlational design, data were collected from 36 teachers through a structured questionnaire and performance records based on the Performance Management System for Teachers (PMES). Findings revealed that coaching and mentoring practices were generally rated as highly practiced in public schools and moderately practiced in private schools. Teachers in both school types demonstrated very satisfactory to outstanding performance levels. However, correlation analysis indicated a very weak relationship between coaching and mentoring practices and teacher performance. This suggests that while these practices are valued, other factors such as institutional support, resources, and experience also significantly influence teacher performance. The study recommends strengthening structured mentoring programs alongside broader professional development initiatives.