This study examines the impact of peer coaching and mentorship on the professional development and leadership skills of early-career educators in Cebu City, Philippines. It focuses on teacher demographics, evaluates coaching and mentoring strategies, and explores their correlation with professional development indicators like motivation, performance, and emotional support. Using a descriptive-correlational design and mixed-methods approach, data were collected via adapted surveys and follow-up interviews. Fifty teachers from private schools in Metro Cebu participated in the quantitative phase, while a select group of respondents provided qualitative insights through face-to-face and video interviews. The research tools were modified from works such as Peer Coaching as a Faculty Development Tool and MENTOR Independence Region, while the interview questions were based on A Study of the Qualities of Effective Mentor Teachers. Findings show that most mentees are aged 21–30, hold bachelor’s degrees, and are in the early stages of their careers, while mentors are experienced Subject Area Coordinators or Senior Teachers. The quantitative analysis reveals effective peer coaching practices, with key factors like the learning environment, feedback, and self-directed learning driving growth. However, areas like emotional comfort and interaction frequency need improvement. Based on these findings, it is recommended that schools strengthen mentorship programs by providing mentor training, increasing mid-career mentor involvement, and fostering dynamic, relationship-based approaches. This study contributes to the field of education as part of the Doctor in Development Education program.
Mikhail Dave Cabuguas (2025) studied this question.