Concept of Mentoring

Mentoring is a voluntary, two-way connection between an experienced

worker and a newer worker for the latter's professional and personal
development. When a mentor and mentee are both employees of the same
company, the focus shifts to the company's mission and culture as well as
the mentee's professional development and work-life balance. Successful
mentors support their mentees by serving as examples and by providing
feedback and advice on how to achieve their objectives. Mentoring
relationships can be formal or casual. Goals are created by mentees in an
informal setting, but they are not always quantifiable, and the mentor-
mentee relationship is not formalized. Formal mentoring relationships have
clearly articulated objectives that can be measured.As opposed to coaching
or counseling, mentoring is a unique experience. In contrast to coaching,
mentoring is built on providing guidance and direction. An individual might
seek help for their mental or emotional problems by engaging in counseling,
which is a form of professional engagement where they pay someone to
listen and offer advice.

Having a competent mentor can improve a mentee's productivity at work,

their ability to acquire new knowledge and abilities, their sense of self-
worth, and their ability to make sound decisions regarding their professional
future.

Mentors in education also gain several advantages, such as the joy of

witnessing the growth of their mentees, the chance to learn from someone of
a different generation or culture, the chance to improve their own technical,
leadership, and interpersonal abilities, and the chance to keep learning and
growing.

JULIETA C. MAGAUAY
TEACHER I, SAN PEDRO INTEGRATED SCHOOL
 The Game-based Learning

Game-based learning has elements and mechanics of games which

are included into the educational process. This is a place where students'
interest and drive to learn can be sparked through interactive exercises.
Game-based learning features elements such as a points system, badges,
leaderboards, message boards, quizzes, and classroom response systems.
Attaining a certain number of points could unlock academic benefits, such as
an extension of time to turn in an assignment. While classroom response
systems like Kahoot and Top Hat use points to incentivize student
engagement, badges can be awarded to students once they reach a certain
level of achievement. One form of active learning that has proven effective
is the use of games in the classroom. Here, learning is experiential, with a
focus on fostering analytical and problem-solving abilities via the act of
play. Digital or non-digital games, as well as simulations that give students
hands-on experience with the material, can be used to implement game-
based learning. Learning through games can aid in problem-solving since
they encourage collaboration and reward successful strategies. Students can
develop problem-solving abilities including comprehending causation, logic,
and decision making through game-based learning. Modern education has
switched its emphasis from learning through lectures and written exercises
to learning through games. More than simply reading and writing fluency is
needed to function effectively in today's culture. It provides a dynamic
environment in which students can explore and experiment with different
approaches to problem-solving and the discovery of solutions. We can only
hope that the most up-to-date developments in game-based learning will
have a positive impact on students' ability to learn and the depth of their
acquired skills. With any luck, pupils will perform better on this type of test.

JULIETA C. MAGAUAY
TEACHER I, SAN PEDRO INTEGRATED SCHOOL
 School leadership and skills

School leadership skills are essential to how schools operate as educational

institutions and how they may enhance student outcomes. A principal is
responsible for managing the school as an institution. The leadership quality
of the principal is connected to actions taken to enhance teacher
performance. To raise the standard of education, a principal's ability to lead
in the execution of school administration is crucial. It is one of the factors
that might determine the school's educational program's excellence Lessa et
al., (2018).However, even if the school principal performs different types of
leadership skills, the school still cannot provide quality education if the
school's management cannot be managed properly. This means that the
principal's skills are necessary for delivering his/her leadership to improve
educational quality in the school. Accordingly, most school heads are
struggling to manage the school funds. Possibly this will create a problem in
their leadership performance since the success of every school plan will
depend on the management of the school's financial resources. Maintaining
management efficiency, effectiveness, relevance, and sustainability will
ensure the school's quality of teaching and learning processes. As the
COVID-19 pandemic continues in bringing challenges to the education
sectors, the Department of Education is implementing the Basic Education
Learning Continuity Plan under its DepEd Order No. 012, s. 2020 and
Schools Learning recovery plan 2022 to address the education issues and
gaps. When school leaders' emotional needs are not satisfied, their most
vulnerable selves suffer. Behind a wall of self-preservation and, at times,
fear, people overlook the part of themselves that needs to be properly
listened to, loved, and supported. Effective school administrators recognize
this. They do not equate vulnerability with weakness. They recognize that it
is essential to their humanity and must be protected. As they realize that,
tragically, in an increasingly inhumane education system, guarding their own
vulnerability enables them to maintain humane ways of leading themselves
and others, they are able to maintain humane leadership. Successful school
leaders work diligently to cultivate a deep understanding of themselves and
the self-management abilities that accompany it. They are aware that it is an
ongoing endeavor that yields benefits for themselves and their schools.
These school leaders are at ease while contemplating "who" they are as
leaders and what or who has inspired them. In pursuit of becoming the
leader they aspire to be, they are willing to let go of behaviors that are no
longer beneficial to them or others.

JULIETA C. MAGAUAY
TEACHER I, SAN PEDRO INTEGRATED SCHOOL
Transformational Leadership of School Head
Transformational leadership has been one of the most influential
leadership models applied to educational leadership over the past several
decades according to Berkovich, 2016. Hooper and Bernhard (2016)
characterized transformational leadership as a model for school stakeholders
to work together for the same common goal. Transformational leadership
refers to a leadership style that can influence followers to go beyond their
own interests to bring their organization to the greatest level in order to
achieve a higher level of performance .Transformational leaders motivate
their followers to perform beyond expectations by generating high levels of
needs among themselves and promoting a climate of trust .According to
Bass (1985), transformational leadership consists of four basic elements i.e.
individualized consideration, intellectual stimulation, inspirational
motivation and idealized influence. Aziah (2018) explains that
individualized consideration refers to the behavior of leaders who focus on
individual needs for good achievement in their career. They understood and
accepted the differences among their individual employees.
Transformational leaders will encourage two-way communication and
develop climate of trust and honesty within their organization environment.
Besides, the element of intellectual stimulation is referring to the intellectual
challenges and supports (moral and financial) that given by transformational
leaders to promote the employee creativity and innovativeness. Employees
are encouraged to be creative and innovative in approaching old situation in
new ways . Further, Bass explains that inspirational motivation is another
basic element of transformational leadership as it explains the ways of
leaders to energize people by identifying and communicating organizational
vision and purpose Vinger & Collier, (2006). This means the
transformational leadership is one way to enhance ethe skills of the teachers
and develop their professional attributes. In addition, transformational
leadership is a model that educators—deans, principals, professors, teachers
—can use to lead by example. It places a high value on creating community
bonds, encouraging both students and educators to greater levels of
achievement. According to Bass, here are four elements of transformational
leadership: Idealized influence, Individual consideration, intellect
stimulation and inspirational motivation. Idealized influence is a reference to
charisma, which is the ability to live out your principles in a way that
inspires others to do the same. A transformative leader could also exhibit
traits like creativity and resourcefulness that they desire to foster in the
company. Putting the needs of the group ahead of one's own is one
indication of transformative leadership. A transformative leader's followers
may feel more devoted to the group's objective since they know that they
wouldn't ask them to do anything they wouldn't do themselves. Individual
consideration is about transformational leaders who may be excellent
coaches as well. They are often as enthusiastic about assisting their
followers in developing and growing as they are about bringing their vision
to life. Sense of devotion to the mission of the group. Intellectual stimulation
refers to the leader who promotes curiosity and out-of-the-box thinking.
When solving a problem, likely want to hear ideas from multiple people
with different backgrounds and perspectives. The fourth one is the
inspirational motivation; Transformational leaders are deeply invested in
their present objectives or goals. They frequently have the capacity to not
only motivate everyone to execute their task, but also to give the impression
that their goals are attainable.
JULIETA C. MAGAUAY
TEACHER I, SAN PEDRO INTEGRATED SCHOOL