This study examined the relationship among mentorship, organizational support, and professional growth among Filipino J-1 teachers in a U.S. school district. Using a descriptive-correlational research design, data were collected from 50 Filipino J-1 teachers through a structured survey questionnaire. Descriptive statistics, the Kruskal-Wallis H test, and Pearson Product-Moment Correlation were employed to analyze the data.

The findings revealed that respondents experienced generally positive levels of mentorship, organizational support, and professional growth. Mentorship was found to be strong in instructional and emotional support, while organizational support was evident in professional development and feedback mechanisms. However, gaps were identified in career guidance and financial support, particularly in areas such as certification processes, visa-related assistance, housing, and transportation.

Inferential analysis indicated no significant differences in mentorship, organizational support, and professional growth when grouped according to selected profile variables. A significant positive relationship was found among mentorship, organizational support, and professional growth, suggesting that support systems play a crucial role in enhancing teachers’ professional development.

The study concludes that a comprehensive support system integrating mentorship and organizational support is essential for the professional growth of international teachers. It is recommended that school districts strengthen career guidance and financial support mechanisms to promote more sustainable development and retention of Filipino J-1 teachers.