Mentoring and Teacher Effectiveness in Government-Aided Secondary Schools in the Acholi Sub Region in Uganda

Okumu, J.; Ogwang, Tom; Wafula, Wycliffe Scott

doi:10.4236/ce.2021.1211200

Cited by 3 publications

(3 citation statements)

References 18 publications

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“…School administrations also provide instructional materials and necessary supplies, including stationery and teacher's guides, to support beginning teachers in their classroom activities. In Uganda, Okumu et al (2021) reported the existence of a school-based mentoring practice for beginning teachers during their six-month probation period in the Acholi sub-region of northern Uganda. Principals and senior teachers assumed mentoring responsibilities based on their extensive working experience and administrative roles.…”

Section: Mentoring Beginning Teachers In Developing Countries and Sub...mentioning

confidence: 99%

The Manner Beginning Teachers are mentored to Enhance Pedagogical Skills in Selected Government Secondary Schools in Rukwa Region, Tanzania

John,

Ishengoma,

Kafanabo

2024

IJMRA

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The primary objective of this study was to investigate the manner beginning teachers are mentored to enhance pedagogical skills in selected government secondary schools in Rukwa region, Tanzania. Specifically, the study explored: i) the manner through which mentoring activities were organised in schools, ii) identification and prioritisation of key areas for mentorship in schools, and iii) the professional support services provided to beginning teachers in schools. The study was guided by socio-cultural theory. Moreover, the study employed a qualitative exploratory approach and case study design in exploring teachers’ experiences on the manner beginning teachers were mentored. Data were collected through semi-structured interviews and Focus Group Discussion and were thematically analyzed. Findings show that mentoring practices involved attaching beginning teachers to experienced teachers in one to one form, peer mentoring networking formation among beginning teachers and team mentoring. Further, the identified areas for mentorship included: the subject content masteries, the teaching and learning materials preparation, the teaching and learning methods application, and the students’ assessment and feedback giving. The professional supports provided to beginning teachers were schemes of work and lesson plans templates, lesson notes, online links and text and reference books. The study concluded that the manner mentorship was practiced in government secondary schools enhanced beginning teachers’ pedagogical skills as one the prerequisite teaching profession skills and personality and hence, be able to effectively implement teaching activities. The study recommended that ministries responsible for education should institutionalise mentoring in schools by enacting laws and providing circulars and guidelines to enforce implementation sustainable mentorship in schools.

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Section: Mentoring Beginning Teachers In Developing Countries and Sub...mentioning

confidence: 99%

The Manner Beginning Teachers are mentored to Enhance Pedagogical Skills in Selected Government Secondary Schools in Rukwa Region, Tanzania

John,

Ishengoma,

Kafanabo

2024

IJMRA

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“…Effective teacher mentorship programmes coupled with quality head teacher leadership styles are effective professional development approaches for beginning and continuing teachers to improve their job performance (Yiga, 2016). Unfortunately, although a policy on mentorship exists in the Ministry of Education and Sports (Support Supervision System, n.d.), the performance of teachers in secondary schools of Tororo District in Uganda is still characterised by lack of new innovations in content delivery, high teacher turnover, absenteeism and low morale (Acom, 2010). This kind of performance reflects a likely dearth of teacher mentorship and ineffective head teacher leadership approaches.…”

Section: Problem Statementmentioning

confidence: 99%

The Moderation Effect of Head Teachers’ Leadership Styles in Directing Mentorship Pragrammes Towards Teacher Job Performance: The Case of Secondary Schools in Tororo District, Eastern Uganda

Eryenyu¹,

Olema²

2023

JRIIE

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This research has been rooted in the Bandura’s (1986) Social Cognitive Theory of learning. The paper investigated how teacher mentorship relates to teachers’ job performance when moderated by head teachers’ management styles. From a pragmatic realist viewpoint, a cross-sectional survey design with concurrent mixed method approach was used in data collection, analysis and interpretation. A questionnaire comprising of Teacher mentorship experience scale, Teacher job performance scale and Leadership behaviour scale was filled by 286 teachers while four school administrators were interviewed. The results revealed a moderate level of mentorship (M = 35.95, SD = 6.78, Min =19, Max=50) and a moderate level of teachers’ job performance (M = 41.58, SD = 5.04, Min=13, Max = 50). Nonetheless, there was a positive significant correlation (r = .398, p < .001) between mentorship and teacher job performance. A multiple regression analysis using Process plugin in SPSS generated a significant moderation effect of head teacher leadership styles on the link between teacher mentorship and teacher job performance within the Johnson-Neyman region of significance. Autocratic leadership increased the effect of mentorship on job performance (B= -0.02, p =.05) by head teachers more than any other styles. This implies that head teachers have to be more directing and instructing in order for their teachers to perform their duties effectively.

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“…It also promotes personal and professional development, provides emotional support, enhances job satisfaction, encourages professional networking and collaboration, and nurtures potential educational leaders (Hathazi, 2020;Hudson, 2013;Pandey & Sharma, 2022;Westervelt et al, 2020). In addition, mentoring practices can enhance classroom practices (Ingersoll & Strong, 2011;Muraya & Wairimu, 2020;Okumu et al, 2021) and enhance student learning outcomes (Jones, 2012;Sibiya et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Research on mentoring in science education: A bibliometric analysis

Masalimova,

Kabardov,

Kosheleva

et al. 2024

EURASIA J Math Sci Tech Ed

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Mentoring plays a crucial role in the professional development of science teachers by providing invaluable career-long support, guidance, and resources. Numerous prior studies have emphasized the significance of mentoring for the professional development of beginning and experienced science teachers. This study analyzed articles published in Scopus-indexed, peer-reviewed journals on STEM mentoring. Based on the inclusion and exclusion criteria, 67 articles were chosen for analysis. The data were analyzed using VOSviewer software. According to the results, almost half (n=33) of the journal articles indexed in the database were published between 2019 and 2022. The articles with the most citations were published between 2012 and 2015. <i>Journal of Science Education and Technology</i> had the most citations on mentoring. Most research has been conducted in developed countries such as the United States, Australia, and Germany. The United States has performed the most mentoring research. Rockinson-Szapkiw, Wendt, and Mondisa are the authors who published the most mentoring-related articles. In addition, mentoring, STEM, women, higher education, and science education were the most frequently used keywords. The co-citation analysis of the cited sources yielded two distinct clusters, one of which consisted of a comprehensive evaluation and synthesis of research works focusing on mentorship and practices at the undergraduate level. Our co-citation study of published sources resulted in the categorization of the 13 sources into three distinct clusters.

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Mentoring and Teacher Effectiveness in Government-Aided Secondary Schools in the Acholi Sub Region in Uganda

Cited by 3 publications

References 18 publications

The Manner Beginning Teachers are mentored to Enhance Pedagogical Skills in Selected Government Secondary Schools in Rukwa Region, Tanzania

The Manner Beginning Teachers are mentored to Enhance Pedagogical Skills in Selected Government Secondary Schools in Rukwa Region, Tanzania

The Moderation Effect of Head Teachers’ Leadership Styles in Directing Mentorship Pragrammes Towards Teacher Job Performance: The Case of Secondary Schools in Tororo District, Eastern Uganda

Research on mentoring in science education: A bibliometric analysis

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