JSHE

Article Details

Vol. 6 No. 3 (2026): May

Teaching Motivation, Mentorship, and Teaching Performance among Pre-Service Teachers

https://doi.org/10.35912/jshe.v6i3.3806
20 May 2026

Abstract

Purpose: This study quantitatively assessed the influence of teaching motivation and mentorship on the teaching performance of Pre-Service Teachers (PSTs) at Davao del Norte State College during the 2024–2025 academic year.

Research Methodology: A quantitative correlational design was utilized. Data were collected from 196 pre-service teachers selected via stratified random sampling using the Factors Influencing Teaching-Choice Scale (FIT), Mentoring Relationship Challenges Scale (MRCS), and official performance rating sheets. Statistical analysis included mean, standard deviation, and Pearson's r.

Results: Pre-service teachers demonstrated a very high level of motivation (M=4.27) and a high level of mentorship (M=3.97). The teaching performance was exemplary, with an average rating of 92.97. However, no significant relationship was found between motivation (p=0.558) or mentorship (p=0.383) and actual teaching performance.

Conclusions: Although PSTs are highly motivated and driven primarily by altruism and receive strong mentorship, these factors did not statistically correlate with instructional quality in this specific group.

Limitations: This study utilized a quantitative design that focused on numerical outcomes and may not have fully captured the qualitative nuances of the mentor-mentee relationship.

Contributions: These findings suggest that teacher education programmes should explore other variables, such as classroom management or institutional support, that may more directly impact instructional quality.

Keywords

Davao del Norte State College Mentorship Pre-Service Teachers Teaching Motivation Teaching Performance

How to Cite

Tugap, A. J., Ampatin, J. D., Sibag, F. K., Secretaria, A. F. H., Pamilgan, H. M. C., & Jamra, A. J. (2026). Teaching Motivation, Mentorship, and Teaching Performance among Pre-Service Teachers . Journal of Social, Humanity, and Education, 6(3), 343–356. https://doi.org/10.35912/jshe.v6i3.3806

Download Citation

Endnote/Zotero/Mendeley (RIS) BibTeX

References

  1. Abenoja, T. B., Baloro, M. T. L., Barliso, L. J. S., Dealagdon, I. G., & Cabigon, E. V. (2025). Interest in mathematics and academic performance of pre-service teachers in a public higher education institution. European Journal of Education Studies, 12(6), 82-99. doi:http://dx.doi.org/10.46827/ejes.v12i6.5971
  2. Adjei, Y., Osei-Himah, V., Duku, P., & Siaw, W. N. (2023). The impact of performance-based assessment strategies on pre-service teachers’ self-efficacy and academic achievement in general physics. Pedagogical Research, 8(4), 1-8. doi:https://doi.org/10.29333/pr/13388
  3. Akman, Y. (2021). The relationships among teacher leadership, teacher self-efficacy and teacher performance. Journal of Theoretical Educational Science, 14(4), 720-744. doi:https://doi.org/10.30831/akukeg.930802
  4. Akyar, B. C. (2020). Investigating the mentoring of collaborative teachers and academic supervisors in pre-service early childhood education teachers’ teaching experience. Kastamonu Education Journal, 28(2), 869-880. doi:https://doi.org/10.24106/kefdergi.702931
  5. Albakri, I. S. M. A., Ismail, N., Hartono, R., Tahir, M. H. M., Abdullah, M. S. H. B., Sarudin, A., & Zulkepli, N. (2021). Mentoring practise during practicum: The perspectives of Malaysian pre-service English language teachers. Studies in English Language and Education, 8(2), 642-655. doi:https://doi.org/10.24815/siele.v8i2.19282
  6. Alvariñas-Villaverde, M., Domínguez-Alonso, J., Pumares-Lavandeira, L., & Portela-Pino, I. (2022). Initial motivations for choosing teaching as a career. Frontiers in Psychology, 13, 1-9. doi:https://doi.org/10.3389/fpsyg.2022.842557
  7. An, M., Zhang, X., & Ching, F. N. (2021). Pre-service teachers’ career values as determinants of career choice satisfaction: A hierarchical regression analysis. The Asia-Pacific Education Researcher, 30(5), 431-442. doi:https://doi.org/10.1007/s40299-020-00529-7
  8. Bajan, D. J. O., Balabagan, E. B., Cañamo, M. D., Orilla, B. C., Escarlos, G. S., & Loren, R. B. (2025). Readiness and performance of early childhood pre-service teachers of Central Mindanao University. International Journal of Research and Innovation in Social Science (IJRISS), 9(3), 4383-4402. doi:https://dx.doi.org/10.47772/IJRISS.2025.903SEDU0313
  9. Bhat, A. (2019). Descriptive Research: Characteristics, Methods + Examples. Retrieved from https://www.questionpro.com/blog/descriptive-research/
  10. Capunitan, K., Lirado, J., & Gregana, C. (2023). Motivational factors in science learning, learner’s satisfaction and learning outcomes of pre-service teachers. International Journal of Scientific and Management Research, 6(5), 72-115. doi:https://doi.org/10.37502/ijsmr.2023.6504
  11. Cherry, K. (2023). Correlation Studies in Psychology Research. Retrieved from https://www.verywellmind.com/correlational-research-2795774
  12. Cherry, K. (2025). The Psychology of What Motivates Us. Retrieved from https://www.verywellmind.com/what-is-motivation-2795378
  13. Comia, M., Labine, B. M., Carolino, C., Torno, E. M., Valenton, K., De Guzman, L., Rivera, K. (2024). Field study experiences of pre-service teachers in the Philippines. Edukasiana: Jurnal Inovasi Pendidikan, 3(4), 479-494. doi:https://doi.org/10.56916/ejip.v3i4.935
  14. Comighud, S. M. T., & Arevalo, M. J. (2021). Motivation in relation to teachers’ performance. International Journal of Scientific and Research Publications (IJSRP), 1-15. doi:https://doi.org/10.29322/ijsrp.10.04.2020.p10071
  15. Devi, B., Lepcha, N., & Basnet, S. (2022). Application of correlational research design in nursing and medical research. Journal of Xi'an Shiyou University, Natural Sciences Edition, 65(11), 60-69. doi:https://doi.org/10.17605/OSF.IO/YRZ68
  16. Ensher, E. A., & Murphy, S. E. (2005). Power Mentoring: How Successful Mentors and Protégés Make the Most out of Their Relationships. San Francisco: John Wiley & Sons.
  17. Ensher, E. A., & Murphy, S. E. (2011). The mentoring relationship challenges scale: The impact of mentoring stage, type, and gender. Journal of Vocational Behavior, 79(1), 253-266. doi:https://doi.org/10.1016/j.jvb.2010.11.008
  18. Gómez-Trigueros, I. M., Ruiz-Bañuls, M., Esteve-Faubel, J. M., & Mareque León, F. (2024). Teacher motivation: Exploring the integration of technology and didactics in the narratives of future teachers. Social Sciences, 13(4), 1-19. doi:https://doi.org/10.3390/socsci13040217
  19. Han, J., & Yin, H. (2016). Teacher motivation: Definition, research development and implications for teachers. Cogent Education, 3(1), 1-18. doi:https://doi.org/10.1080/2331186X.2016.1217819
  20. Henry, A. O., & Anabe, I. M. (2024). Motivation, mentorship and supervision as determinants of student teachers’ teaching practice performance in FCT College of Education Zuba. IOSR Journal of Research & Method in Education (IOSR-JRME), 14(5), 26-33. doi:https://doi.org/10.9790/7388-1405042633
  21. Himmah, R. a., Jatmiko, B., Prahani, B. K., & Rizki, I. A. (2024). Science literacy competency profile of science education students in understanding the concept of thermodynamics. IJORER: International Journal of Recent Educational Research, 5(6), 1600-1615. doi:https://doi.org/10.46245/ijorer.v5i6.724
  22. Jaipal-Jamani, K. (2024). Investigating stem problem-solving during educational robotics activities: Pre-service teachers' problem-solving decisions. ICERI2024 Proceedings, 2774-2774. doi:https://doi.org/10.21125/iceri.2024.0730
  23. Kula, S. S. (2022). The predictive relationship between pre-service teachers’ self-efficacy belief, attitudes towards teaching profession and teaching motivation. International Journal of Contemporary Educational Research, 9(4), 705-718. doi:https://doi.org/10.33200/ijcer.1068573
  24. Li, P. B., Sani, B. B., & Azmin, N. A. B. M. (2021). Identifying mentor teachers' roles and perceptions in pre-service teachers' teaching practicum: The use of a mentoring model. International Journal of Education and Practice, 9(2), 365-378. doi:https://doi.org/10.18488/journal.61.2021.92.365.378
  25. López-García, G. D., Carrasco-Poyatos, M., Burgueño, R., & Granero-Gallegos, A. (2022). Teaching style and academic engagement in pre-service teachers during the COVID-19 lockdown: Mediation of motivational climate. Frontiers in Psychology, 13, 1-10. doi:https://doi.org/10.3389/fpsyg.2022.992665
  26. Lopez, N. L., & Irene, E. A. (2017). Motivation and commitment to teaching among pre-service teachers of a State University in Samar, Philippines. Journal of Academic Research, 2(3), 18-29.
  27. Mañoso-Pacheco, L., & Sánchez-Cabrero, R. (2024). Gender-inclusive language usage in academia: Exploring pre-service teachers'perspectives. Issues in Language Studies, 13(2), 87-102. doi:https://doi.org/10.33736/ils.6826.2024
  28. Manowaluilou, N., & Reeve, E. M. (2022). Pre-service teachers' self-efficacy support systems resulting in a desire to become teachers. International Education Studies, 15(2), 41-53. doi:https://doi.org/10.5539/ies.v15n2p41
  29. Nikoçeviq-Kurti, E. (2021). Fostering student teachers'self-efficacy and professional identity through vicarious experiences. International Journal of Education and Psychology in the Community, 11(1&2), 140-163.
  30. Nikoçeviq-Kurti, E. (2023). Exploring the contribution of the five-factor mentoring model in advancing the pre-service teachers’ personal and professional growth. International Journal of Instruction, 16(1), 469-488. doi:https://doi.org/10.29333/iji.2023.16126a
  31. Nuis, W., Segers, M., & Beausaert, S. (2024). Measuring mentoring in employability-oriented higher education programs: scale development and validation. Higher Education, 87(4), 899-921. doi:https://doi.org/10.1007/s10734-023-01042-8
  32. Parkes, C., & Hemphill, M. A. (2025). Hardcore coaching and hardcore fitness-oriented preservice teachers delivery of teaching games for understanding. Physical Education and Sport Pedagogy, 30(2), 169-183. doi:https://doi.org/10.1080/17408989.2023.2194908
  33. Paulin, M., & Ndagijimana, J. B. (2024). Effectiveness of the symbolab calculator in improving second year science and mathematics students ability to solve trigonometric equations. East African Journal of Education and Social Sciences, 4(6), 29-38. doi:https://doi.org/10.46606/eajess2023v04i06.0331
  34. Phang, B. L., Sani, B. B., & Azmin, N. A. B. M. (2020). Investigating mentor teachers' roles in mentoring pre-service teachers' teaching practicum: A Malaysian study. English Language Teaching, 13(11), 1-11. doi:https://doi.org/10.5539/elt.v13n11p1
  35. Rana, J., Gutierrez, P. L., & Oldroyd, J. C. (2023). Quantitative methods. in a. farazmand (Ed.), Global Encyclopedia of Public Administration, Public Policy, and Governance (pp. 11202-11207). Cham: Springer.
  36. Rutten, L., & Badiali, B. (2020). Why they teach: Professional development school teacher candidates' initiating motivations to become teachers. School-University Partnerships, 13(1), 12-21.
  37. Slemp, G. R., Field, J. G., & Cho, A. S. (2020). A meta-analysis of autonomous and controlled forms of teacher motivation. Journal of Vocational Behavior, 121. doi:https://doi.org/10.1016/j.jvb.2020.103459
  38. Sreekumar, S., Shah, N., Mondol, J. D., Hewitt, N., & Chakrabarti, S. (2022). Numerical investigation and feasibility study on MXene/water nanofluid based photovoltaic/thermal system. Cleaner Energy Systems, 2. doi:https://doi.org/10.1016/j.cles.2022.100010
  39. Suchá?ová, Z. (2024). Leveraging AI tools in english literature education: A comprehensive review. ICERI2024 Proceedings, 4612-4612. doi:https://doi.org/10.21125/iceri.2024.1139
  40. SurveyPointTeam. (2023). Introduction to Descriptive Design Research. Retrieved from https://surveypoint.ai/blog/2023/09/04/introduction-to-descriptive-design-research/
  41. Thomas, L. (2023). Stratified Sampling: Definition, Guide & Examples. Retrieved from https://www.scribbr.com/methodology/stratified-sampling/
  42. Vergara, C. R. (2025). Academic background, engagement, and self-efficacy: A correlational analysis to academic achievement of pre-service mathematics teachers. European Journal of Science, Innovation and Technology, 5(1), 1-17.
  43. Walters, W., Robinson, D. B., & Walters, J. (2020). Mentoring as meaningful professional development: The influence of mentoring on in-service teachers' identity and practice. International Journal of Mentoring and Coaching in Education, 9(1), 21-36. doi:https://doi.org/10.1108/IJMCE-01-2019-0005
  44. Watt, H. M., & Richardson, P. W. (2007). Motivational factors influencing teaching as a career choice: Development and validation of the FIT-Choice scale. The journal of experimental education, 75(3), 167-202. doi:https://doi.org/10.3200/JEXE.75.3.167-202
  45. Wong, A. K., Tang, S. Y., & Cheng, M. M. (2014). Teaching motivations in Hong Kong: Who will choose teaching as a fallback career in a stringent job market?. Teaching and Teacher Education, 41, 81-91. doi:https://doi.org/10.1016/j.tate.2014.03.009

License

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Authors

1 . Aldrin John Tugap
Davao Del Norte State College, Institute of Teacher Education, Davao Del Norte, Philippines
2 . John Donde Ampatin
Davao Del Norte State College, Institute of Teacher Education, Davao Del Norte, Philippines
3 . Franz King Sibag
Davao Del Norte State College, Institute of Teacher Education, Davao Del Norte, Philippines
4 . AV Francis H Secretaria
Davao Del Norte State College, Institute of Teacher Education, Davao Del Norte, Philippines
5 . Hannah Mae C Pamilgan
Davao Del Norte State College, Institute of Teacher Education, Davao Del Norte, Philippines
6 . Abdul J Jamra
Davao Del Norte State College, Institute of Teacher Education, Davao Del Norte, Philippines

Downloads

View PDF

Statistics

Downloads

Download data is not yet available.

Issue

Vol. 6 No. 3 (2026): May
Section: Articles
WhatsApp Instagram Facebook LinkedIn Email