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

A study conducted in the Philippines examined the motivations and challenges encountered by Cooperating Teachers (CTs) while mentoring pre-service teachers (PTs). Using the Mentoring Profile Inventory (MPI) with 19 CTs, the research found a near balance between self-directed and other-directed motivations, with a slight inclination towards self-benefits. Challenges were almost equally divided between systemic and interpersonal factors. Crucially, CTs reported higher motivation levels than challenges, indicating a positive view of their mentoring roles.

Why it matters

This research provides insights into the dynamics of teacher mentoring, which is fundamental to the quality of education and the development of future educators. Understanding the motivations and challenges of mentors can inform strategic decisions to enhance teacher training programs and improve educational outcomes.

Key insights

• Cooperating Teachers (CTs) exhibit a close balance between self-directed and other-directed motivations for mentoring pre-service teachers (PTs).
• There is a slight emphasis on self-benefits within the motivations of CTs.
• Challenges faced by CTs are nearly evenly split between systemic and interpersonal types.
• CTs generally perceive themselves as more motivated than challenged in their mentoring roles.
• The favorable perception of mentoring PTs by CTs is evident through their reported higher motivation relative to challenges.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1863581