TEACHERS’ CLASSROOM MENTORSHIP PROFICIENCY AND ENGAGEMENT-CENTERED PEDAGOGY AS PREDICTORS OF COGNITIVE SATISFACTION OF STUDENTS

Abstract

The main purpose of this study was to evaluate the influence of teachers classroom mentorship proficiency and engagement-centered pedagogy on the cognitive satisfaction of students. In this study, the researcher selected the 220 Grade 7 students in Cluster 14 public secondary schools in Davao City as the respondents of the study. Stratified random sampling technique was utilized in the selection of the respondents. Non-experimental quantitative research design using descriptive-correlational method was employed. The data collected were subjected on the following statistical tools: Mean, Pearson Product Moment Correlation, and Regression Analysis. Descriptive analysis showed that teachers classroom mentorship proficiency, engagement-centered pedagogy, and cognitive satisfaction of students were described as moderately extensive. Further, correlation analysis demonstrated that teachers classroom mentorship proficiency and engagement-centered pedagogy were significantly correlated with the cognitive satisfaction of students in Cluster 14 public secondary schools in Davao City. Evidently, Regression Analysis proved that when teachers classroom mentorship proficiency and engagement-centered pedagogy are considered as predictors of cognitive satisfaction of students in Cluster 14 public secondary schools in Davao City, the model is significant. It is recommended that the Department of Education (DepEd) should encourage the integration of mentorship training programs into teacher professional development initiatives to enhance mentorship proficiency. KEYWORDS: Educational management, teachers’ classroom mentorship proficiency, engagement-centered pedagogy, cognitive satisfaction of students