MENTORING AS A STRATEGY TO ENHANCE ENGLISH TEACHERS’ PEDAGOGICAL COMPETENCE IN EFL CLASSROOMS

Abstract

This study examines the strategic role of mentoring as a means of enhancing English teachers’ pedagogical competence within the context of English as a Foreign Language (EFL) instruction. It focuses on three core dimensions: teachers’ professional objectives, teaching practices, and attitudes toward continuous professional development. Employing a descriptive qualitative approach, data were collected from 10 mentors and 30 English teachers in Palembang and Semarang through structured observations, in-depth interviews, and mentoring evaluation sheets. The findings revealed that 87% of teachers demonstrated significant improvement in their pedagogical competence after participating in mentoring programs, particularly in applying student-centered teaching approaches and integrating technology into classroom practices. Moreover, 82% of participants reported that mentoring enhanced their confidence, motivation, and reflective teaching abilities. The study also found that mentoring fostered professional collaboration, strengthened collegial dialogue, and improved teachers’ classroom management and self-efficacy. However, only 58% of teachers actively engaged in reflective or research-based teaching, largely due to time limitations and insufficient institutional support. Therefore, this study recommends that mentoring programs be systematically structured, contextually relevant, and supported by school leadership to ensure sustained professional growth. In conclusion, mentoring has proven to be an effective and transformative strategy that not only enhances English teachers’ pedagogical competence but also strengthens their professional identity and contributes to the advancement of sustainable educational quality.