Assessing the Helpfulness of School-Based Mentors in the Nurturing of Student Teachers’ Professional Growth on Teaching Practice

Mudzielwana, Ndileleni Paulinah; Maphosa, Cosmas

doi:10.5901/mjss.2014.v5n7p402

Cited by 3 publications

(2 citation statements)

References 19 publications

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“…These studies did not explain the extent to which professional support influences job performance. However, some studies document that school-based mentoring provides basis for staff job performance (Mudzielwan and Maphosa, 2014;Okurame, 2008). Teachers gain new knowledge when professional development is offered (Loizou, 2008).…”

Section: Professional Support and Teacher Job Performancementioning

confidence: 99%

“…training, retraining, mentoring, development etc.) to mean similar or the same thing as professional support (Alfaki, 2014;Appiah, 2010;Mudzielwan and Maphosa, 2014;Okurame, 2008). Authors have also attempted to explain the importance of professional support, with only few studies showing the extent to which it affects teachers' performance.…”

Section: The Present Studymentioning

confidence: 99%

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School Administrators' Instructional Supervision, Psychosocial Assistance, and Professional Support as Determinants of Teacher Job Performance in Elementary Schools

Mbon¹,

Arop²,

Ekanem³

et al. 2021

TJSSR

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Previous studies have assessed the relative effect of instructional supervision, psycho-social and professional support on teacher’s job performance in secondary or higher education. Little or nothing is yet to be known about the effect of these variables on teacher’s job performance at the primary education level. This study is the first to show the relative and cumulative effect of instructional supervision, psycho-social and professional support on teacher’s job performance in primary education. An ex-post facto research design was adopted for the study, with a sample of 965 teachers selected through the proportionate stratified sampling technique. Two instruments – the “Improvement Strategies Questionnaire (ISQ)” and the Teachers’ Effectiveness Scale (TES) were used for data collection. Findings showed a significant effect of all the independent variables partially and jointly on the job performance of primary education teachers. Based on this conclusion, policy implications are discussed, while it is recommended amongst others, that headteachers in primary school should ensure that they visit classrooms regularly to monitor the teaching activities of teachers. This would enable them (headteachers) to identify teachers with sound, average or weak pedagogical skills for service delivery; professional counsellors should be recruited and deployed to all primary schools to cater for the psychological and social needs of teachers and pupils; regular retraining programmes on the ethics of teaching should be organised for teachers from time to time to enable primary education teachers to acquire skills in line with the changing society.

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Section: Professional Support and Teacher Job Performancementioning

confidence: 99%

Section: The Present Studymentioning

confidence: 99%

School Administrators' Instructional Supervision, Psychosocial Assistance, and Professional Support as Determinants of Teacher Job Performance in Elementary Schools

Mbon¹,

Arop²,

Ekanem³

et al. 2021

TJSSR

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Exploring the resonance between how mentor teachers experienced being mentored and how they mentor pre-service teachers during teaching practice

Kasapoglu,

Aydogdu,

Uyanik Aktulun

2023

SAJE

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With the study reported on here we aimed to explore and compare the experiences of pre-service teachers with their mentor teachers and of mentor teachers with their own mentor teachers when they were pre-service teachers. The design of this qualitative research was narrative inquiry. The study group consisted of senior pre-service pre-school teachers taking the Teaching Practice I course (n = 8) in the Faculty of Education at a state university and their mentor teachers (n = 4) teaching in public kindergartens. Qualitative data was collected through individual narrative interviews with pre-service teachers and their mentor teachers. The data was subjected to content analysis using inductive coding. Three themes emerged from the content analysis: (1) mentoring experiences of pre-service teachers and their mentor teachers, (2) mentoring memories of pre-service teachers and their mentor teachers, and (3) wishes of pre-service teachers and of their mentor teachers about mentoring. The most striking finding of this research was that the memories and wishes of pre-service teachers and their mentor teachers about mentoring were similar. The findings of this research are anticipated to bring about different perspectives and contribute to the content and effectiveness of teaching practice courses.

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College-School Dialogue and Mentoring in Teacher Training Programmes in Zimbabwe

Maunganidze¹

2015

JEL

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Assessing the Helpfulness of School-Based Mentors in the Nurturing of Student Teachers’ Professional Growth on Teaching Practice

Abstract: The study sought to assess the helpfulness of school-based

Cited by 3 publications

References 19 publications

School Administrators' Instructional Supervision, Psychosocial Assistance, and Professional Support as Determinants of Teacher Job Performance in Elementary Schools

School Administrators' Instructional Supervision, Psychosocial Assistance, and Professional Support as Determinants of Teacher Job Performance in Elementary Schools

Exploring the resonance between how mentor teachers experienced being mentored and how they mentor pre-service teachers during teaching practice

College-School Dialogue and Mentoring in Teacher Training Programmes in Zimbabwe

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