Fostering Faculty Flourishing: How Collegial Mentoring Extension Program Enhances Teacher Practices and Commitment in Campus Journalism

Abstract

The purpose of this qualitative descriptive single case study was how high school teachers from selected districts in Mountain Province described the influence of Mountain Province State University (MPSU) extension program on collegial mentoring in Campus Journalism education on their pedagogical knowledge, skills, attitudes, and practices, and their desire to remain as advisers of student publications. Kram’s Mentorship Theory and Zachary's mentoring model provided the theoretical framework. The sample was 14 teachers were the respondents who were interviewed and joined in focus group discussions. Thematic analysis using open coding produced the following themes: a) A collaborative support system improved teachers' management skills; b) A collaborative support system improved teachers' instructional techniques on campus journalism; c) Collaborative partnerships enhance the confidence of teachers; d) Collaborative partnerships enhance a sense of belonging among teachers; e) a positive mentoring climate strengthens teachers' sense of advisership; f) a positive mentoring climate strengthens teachers' resilience to stay as advisers in student publication. Findings indicated that the mentoring extension program influence teachers' pedagogical knowledge, skills attitudes, and practices, as well as their desire to remain as advisers. In light of these findings, a framework proposal was developed to assist participants and to guarantee consistency, clear communication, and collaboration throughout the mentoring program.