2026 IJRSE – Volume 15 Issue 2
Available Online: 12 February 2026
Author/s:
Soliman, Marilyn M.*
Nueva Ecija University of Science and Technology, Philippines (marilyn.soliman002@gmail.com)
Adigue, Andrea P.
Nueva Ecija University of Science and Technology, Philippines (andreaa@ineust.ph.education)
Tomas, Mary Jane L.
Nueva Ecija University of Science and Technology, Philippines (jengltomas@gmail.com)
Peria, Jo Neil T.
Nueva Ecija University of Science and Technology, Philippines (joneiltolentinoperia@gmail.com)
Abstract:
Mentoring has developed as a transformative foundation of higher education, particularly within teacher education institutions (TEIs), where cultivating ethical and globally competitive educators is both a national priority and global imperative. In the Philippine setting, fluctuating performance in the Licensure Examination for Professional Teachers (LEPT) and the demand for elevated faculty research productivity highlight the need for structured, outcomes-based mentoring frameworks. This study introduces the INSPIR–ED Mentoring Framework—Integrated, Nurturing, Systematic, Professional, Innovative, Research-Oriented, and Excellence-Driven—as a strategic response to fragmented practices that often lack coherence with institutional quality assurance systems. Anchored in Social Learning Theory, Cognitive Apprenticeship, Andragogy, Transformational Leadership, and Outcomes-Based Education, the framework re-envisions mentoring as a multidimensional ecosystem that strengthens faculty–student, peer, faculty–faculty, and research mentoring models. Employing a descriptive-developmental design, the study integrated survey analysis, documentary review, and validation workshops with faculty and pre-service teachers at the Nueva Ecija University of Science and Technology (NEUST). Results show that mentoring enhances teaching competencies, ethical dispositions, academic advising, and curriculum alignment, while gaps persist in licensure readiness, leadership succession, and research dissemination. These findings resonate with reform priorities identified by the Second Congressional Commission on Education (EDCOM II, 2023) and global imperatives under the United Nations Sustainable Development Goals (SDG 4: Quality Education, SDG 8: Decent Work, SDG 9: Innovation). The INSPIR–ED Framework advances mentoring from a peripheral initiative to a strategic engine of institutional resilience. By embedding structured processes across orientation, goal setting, implementation, monitoring, and evaluation, it ensures accountability and continuous improvement, positioning TEIs as vanguards of national development.
Keywords: mentoring framework, research productivity, outcomes-based education, SDGs, LEPT
DOI: https://doi.org/10.5861/ijrse.2026.26025
Cite this article:
Soliman, M. M., Adigue, A. P., Tomas, M. J. L., & Peria, J. N. T. (2026). INSPIR–ED mentoring framework: Basis for systematic faculty and student development in teacher education. International Journal of Research Studies in Education, 15(2), 95-105. https://doi.org/10.5861/ijrse.2026.26025
* Corresponding Author