IJECE Published Articles

Abstract This study examined mentoring practices in educational management and their level of effectiveness among regular faculty members of Urdaneta City University during Academic Year 2025–2026. Specifically, it described the demographic and professional profiles of the respondents, determined the extent of mentoring practices in terms of planning, organizing, leading, and evaluating, assessed the level of effectiveness of these mentoring practices, and tested the significant differences in perceptions when grouped according to profile variables. The study also served as the pathway for the development of a proposed leadership development and capacity-building program. A quantitative, descriptive–comparative research design was employed. The respondents consisted of 95 regular faculty members selected through total enumeration from various colleges of the university. A researcher-developed questionnaire using a four-point Likert scale was utilized as the primary data-gathering instrument. Data were analyzed using frequency and percentage, weighted mean, t-test, one-way ANOVA, and Cronbach’s alpha to ensure reliability and statistical validity. Findings revealed that most respondents were young to middle-aged, predominantly female, academically qualified, and actively engaged in professional development. Mentoring practices in educational management were implemented to a very high extent across planning, organizing, leading, and evaluating. Likewise, the level of effectiveness of mentoring practices was rated very high in all dimensions. Results of inferential analysis showed no significant differences in perceptions across most demographic variables; however, a significant difference was found in academic rank in the areas of planning and leading. Based on the findings, a 5-Year Leadership Development and Capacity-Building Program was proposed to sustain and further enhance mentoring practices in the institution. The study concludes that mentoring is a highly effective mechanism for strengthening faculty competencies and improving educational management practices in higher education.