Pre-service teachers’ mentoring: the cooperating teachers’ motivations and challenges through the lens of the MPI questionnaire

Abstract

Teacher education plays a crucial role in shaping the quality of education in the Philippines. This study examined the motivations of nineteen (19) Cooperating Teachers and the challenges they faced while mentoring pre-service teachers (PTs), using a descriptive research method and the Mentoring Profile Inventory (MPI). Key findings suggest a close balance between self-directed and other-directed motivation, with a slight emphasis on self-benefits; similarly, challenges are almost evenly split between systemic and interpersonal types. Importantly, the cooperating teachers report being more motivated than challenged in their roles, reflecting their favorable perception of mentoring PTs. The micro-level analysis suggests that contributing to teacher education, mentoring in classroom contexts, and renewing the profession were among the strongest reported motivators, potentially reflecting participants’ sense of social and professional responsibility in supporting future educators.