Abstract
This research assessed the mentoring skills of master teachers among kindergarten teachers amidst the pandemic based on the Hudson model. The results revealed that the master teachers’ mentoring skills in terms of personal attributes, system requirements, pedagogical knowledge, modeling, and feedback are evident. This research found that there are no significant differences in the master teachers’ mentoring skills based on Hudson’s Mentoring Model. However, the results revealed that in terms of personal attributes, there is a significant difference when grouped according to years of experience as master teachers. A significant relationship between the specific position, years of service as a master teacher, and mentoring skills is found. Thus, a school-based mentoring program among kindergarten teachers was developed.
Keywords: Master teachers, mentoring, mentoring skills