APPENDIX C

Interview Guide for Instructional Leaders

1. How many years have you been as an instructional leader? ____________

2. How many years did you spend as a subject teacher before you became a situational
leader? ____________
3. Have you been trained on how to carry instructional supervision?
Yes ( ) No ( )
If yes, how were you trained or mentored and how long was it?
______________________________________________________________
4. How often do you do classroom observation? _______________
How do you provide feedback to the teachers after observation?
______________________________________________________________
5. How often do you inspect teacher’s lesson plans? ___________
What is your way of checking lesson plans?
______________________________________________________________
6. Based on the results of the students’ diagnostic tests, how do you discuss them with
your teachers?
______________________________________________________________
7. What have you found to be the greatest obstacles in reaching your goal of increasing
students’ achievement? Have you talked about these with your teachers?
______________________________________________________________________
______________________________________________________
8. What are some of the situational supervisory challenges or difficulties have you
encountered with the teachers? How did you address them?
______________________________________________________________________
______________________________________________________
9. In mentoring your teacher, how do you start your planning conversation about?
 the clarity of goals?
 the success indicators of the lesson/test/performance task?
 the teaching strategies or approaches?
 the personal learning focus/professional growth development?
10. In mentoring you teacher, how do you show your teacher the reflective thinking
about…
 the impression of his/her class?
 the causal factors (both positive and negative effects/results)?
 the new ideas or learning gained and its application?
11. In mentoring your teacher, how do you converse with you teacher in the area of the
problem-solving phase to…
 see the issues better?
 identify possible options?
 articulate what he/she wants to see the outcomes?
12. How do you celebrate success of the teachers and how do you address the
weaknesses of teachers?
______________________________________________________________________
______________________________________________________
 APPENDIX C
Interview Guide for Teachers

1. How many years have you been as a subject teacher? ________________

2. How many years have you been working with your situational leader? ____________
3. Have you been trained on how to carry out your tasks? Yes ( ) No ( )
If yes, how were you trained or mentored and how long was it?
______________________________________________________________
4. How often does your situational leader do classroom observation? _______
How does he/she provide feedback to the teachers after observation?
______________________________________________________________
5. How often does your situational leader inspect teacher’s lesson plans? ___
What is his/her way of checking lesson plans?
______________________________________________________________
6. Based on the results of the students’ diagnostic tests, how does your situational
leaders discuss them with teachers?
______________________________________________________________
7. What have you found to be the greatest obstacles in reaching your goal of increasing
students’ achievement? Have you talked about these with your situational leaders?
______________________________________________________________________
______________________________________________________
8. What are some of the situational supervisory challenges or difficulties does your
situational leader have encountered with the teachers? How did he/she address them?
______________________________________________________________________
______________________________________________________
9. In mentoring teacher, how does your situational leader start the planning
conversation about?
 the clarity of goals?
 the success indicators of the lesson/test/performance task?
  the teaching strategies or approaches?
 the personal learning focus/professional growth development?

10. In mentoring teacher, how does your situational leader shows teacher the reflective
thinking about…
 the impression of his/her class?
 the causal factors (both positive and negative effects/results)?
 the new ideas or learning gained and its application?
11. In mentoring teacher, how does your situational leader converse with teacher in the
area of the problem-solving phase to…
 see the issues better?
 identify possible options?
 articulate what he/she wants to see the outcomes?
12. How does your instructional leader celebrate success of the teachers and how does
your instructional leader address the weaknesses of teachers?
______________________________________________________________________
______________________________________________________
 APPENDIX C

Informed Consent

Date: December 07, 2019

Name of Informant:

Study Name: Situational Leaders’ Mentoring Strategies in Senior High

School

Researchers: Melybeth R. Berido

Angie Pascual

Argie Suello

Cabrina Torbeso

Cebu Normal University–

Main Campus,Senior High School Department, Osmeña Blvd.

St., Cebu City

Purpose of the Research

 This study aims to determine the situational leaders’ mentoring strategies, their

best practices and challenges in order to improve the professional growth and

development of situational leaders and teachers.

Risks and Discomforts

There are no risks and discomforts from your participation in the study. No ratings

and performances will be affected in your participation in this study.

Benefits of the Research and Benefits to You

The benefits will be achieved in this research will be the following:

1. The participant will be able to assess the situational leaders’ mentoring

practices.

2. The participant will be able to learn that trust relationship between the mentor

and the mentee will develop as they go along the process.

3. The participant will be able to know his/her strenghts and weaknesses in the

situational practices.

4. The participant will be able to improve one’s own skills in mentoring/teaching.

5. The participant will be able to grow personally and professionally.

6. The school culture will become more professional.

 Therefore, the researchers hope that the information obtained from this study will

be able to pave the way for the researcher to assess the results correctly and thereby, it

will contribute a big help to each and every teacher in your institution.

Voluntary Participation

Participating in this study is completely voluntary. Your participation will not affect

your status as a teacher neither influence your relationship with your affliated school.

Withdrawal from the Study

You may stop participating any time, if you decide for some reasons. If you are

decided to withdraw from participating, all the data gathered will be immediately destroyed

for confidentiality purposes.

Confidentiality

Audio recording will be administered for accuracy and aunthenticity purposes of

the data from the responses given. Any information obtained will treated highly

confidential and will only be used for research related study purposes.

Signature and Date:

________________________