Home⇛Journal of Interdisciplinary Perspectives⇛vol. 4 no. 1 (2026)

Mentorship and Culturally Responsive Pedagogy: Influence of Pre-Service Support from Cooperating Teachers

Sarah Jane Capisinio Lambonao | Lemuel Sayao

Discipline: Education

 

Abstract:

Cooperating teachers’ support during pre-service training significantly shapes the development of culturally responsive pedagogy (CRP) among future educators. This study examines the extent to which this preservice support influences the CRP practices of newly hired high school teachers. A descriptive-quantitative design was used, employing ordinal regression analysis. Using purposive sampling, 100 newly hired high school teachers from private and public schools in the Davao region were the respondents. Data were collected using a researcher-developed questionnaire, which underwent content validation and reliability testing. Respondents reported excellent pre-service support (x = 4.24) and demonstrated a very high level of CRP implementation (x = 4.51). Furthermore, pre-service support from cooperating teachers significantly influences CRP implementation, as evidenced by a 35% improvement in predictive outcomes. Hence, there is a need to emphasize culturally responsive pedagogy in teacher education programs to ensure pre-service teachers are equipped with the knowledge and skills to implement diverse classroom strategies, ultimately enhancing teacher preparation and student success.



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