Abstract
Classroom observation is an essential quality assurance mechanism that supports instructional improvement through effective mentoring and coaching by Master Teachers. Despite their important role as instructional leaders, limited evidence exists regarding the extent of their mentoring and coaching competencies and the factors associated with these competencies during classroom observations in selected public secondary schools in Region I, Philippines. This study assessed the mentoring and coaching competencies of Master Teachers by determining their demographic profile, evaluating the extent of their competencies during classroom observations, and examining the relationship between selected profile variables and mentoring and coaching competencies. The study employed a descriptive-correlational quantitative research design involving ten (10) purposively selected Master Teachers. Data were collected using a researcher-developed and expert-validated questionnaire and analyzed using frequency, percentage, weighted mean, and correlation analysis. The findings revealed that the respondents generally demonstrated a high level of mentoring and coaching competency, obtaining an overall weighted mean of 4.13, indicating that these competencies were consistently practiced during classroom observations. Strong competencies were observed in objective classroom observation, behavior management, and assisting teachers in understanding instructional objectives, whereas relatively lower ratings were obtained in providing constructive feedback, facilitating teacher self-reflection, and conducting sustained post-observation coaching. Furthermore, highest educational attainment and relevant professional training showed significant positive relationships with mentoring and coaching competencies, while age, sex, civil status, and years of service did not demonstrate significant relationships. Although the findings are limited by the small sample size, they highlight the importance of advanced academic preparation and continuous professional development in strengthening instructional leadership. The study concludes that enhancing reflective mentoring and developmental coaching through a Quality Assurance-Based Instructional Coaching Intervention can further improve classroom observation practices, support continuous teacher professional development, and strengthen instructional quality in public secondary schools.