This phenomenological study explored the mentoring experiences of school heads in private schools in Tagum City, focusing on the challenges they encountered, the coping mechanisms they employed, and the insights they gained in guiding teachers. Participants were selected through purposive sampling to ensure that only school heads with direct mentoring experience were included. Data were collected through in-depth interviews and analyzed using thematic analysis. Findings revealed that mentoring is a demanding responsibility shaped by complex realities, including high teacher turnover, diverse attitudes and professional needs, and persistent constraints related to time, processes, and instructional challenges. These conditions required school heads to engage in direct, hands-on mentoring practices to sustain teacher development. To address these challenges, school heads adopted adaptive strategies centered on personalized mentoring, capacity building, and instructional modeling. They effectively balanced multiple leadership roles, sought external support, and aligned mentoring practices with institutional goals and core values to ensure consistency and sustainability. The study further revealed that school heads view mentoring as a continuous and structured program that must be grounded in purpose and supported by a collaborative culture. They highlighted the importance of fostering continuous improvement, enhancing teacher competence, and recognizing individual differences to tailor mentoring approaches. Overall, mentoring emerged not only as a leadership function but also as a transformative practice that strengthens teacher resilience and contributes to institutional growth. The findings underscore the critical role of school heads in advancing mentoring as a strategic and values-driven component of professional development.
Publication Date: 2026-06-18