Abner V. Pineda, Ivan Brian L. Inductivo, and Joel D. Espedido

Western Colleges, Inc.

Abstract

Quality and specific mentoring practices can lead to stronger and effective faculty instructional delivery in subject-specific areas. This study explored the mentoring practices of several college faculty members and their mentees using the Hudson’s five factor mentoring model for effective teaching. A survey was administered to seasoned and neophyte faculty members from a private higher education institution (HEI) during the A.Y. 2018-2019. The study used an exploratory research design to ascertain and analyze both the qualitative and quantitative responses from the mentors and mentees. Results of the study focused on the following areas: (a) personal attributes that the mentor needs to exhibit for constructive dialogue; (b) system requirements that focus on curriculum directives and policies; (c) pedagogical knowledge for articulating effective teaching practices; (d) modelling of efficient and effective practice; and (e) feedback for the purposes of reflection for improving practice. Implications of this study suggests that actively engaging mentors who apply the principles outlined by the five factor areas will serve to ensure highly effective support for the development of their mentee faculty colleagues. Professional development programs that target the specific areas for improvement of these mentors may further enhance mentoring practices.

Keywords:faculty mentoring, pedagogical knowledge, professional development, and modeling