Mentoring Matters in Workplace: The Impact of Formal Mentoring Program on EFL Instructors’ Performance at ELI, King Abdulaziz University, Saudi Arabia

Khojah, Aishah; Asif, Fariha

doi:10.5539/elt.v13n4p140

Cited by 5 publications

(3 citation statements)

References 49 publications

(90 reference statements)

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“…A study conducted by Khojah A et al at King Abdulaziz University in Jeddah revealed that 93% of the mentees opined that the mentor program is useful for the mentees personal and professional development and also stated that mentors are the back bone of any successful mentoring program [23]. The higher percentage can be attributed in that the study conducted at English Language Institute (ELI) at King Abdulaziz University, year of starting mentorship program, level of mentors training in mentorship program and there could be some sort of differences between the medical post graduate students versus undergraduate students and their faculty mentors.…”

Section: Discussionmentioning

confidence: 99%

Experience of a Formal Mentorship Program at Saudi Board Family Medicine Residency Program in Qassim, Saudi Arabia

Alfi

Kalevaru

Rabbani

et al. 2023

JESBS

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Background: Health care institutes started mentorship programs for the professional and social development of trainees and junior health care staff. The objective of the present study was to find the perceptions of mentees and mentors about the process of the mentorship program at Qassim Family Medicine academy. Methodology: A cross-sectional study was carried out among the mentees (60) and mentors (31) affiliated with Family Medicine Academy, Qassim in September 2022. Data was collected using a semi structured questionnaire. Data was analyzed with SPSS. Results: A total of 60 mentees and 31 mentors participated. The majority of mentees opined that the mean number of mentor meetings was 2.76 per year. Mentees perceptions about clear objectives in their meeting was 71.7%, the same percentage (70%) mentioned as opportunity to discuss strengths and weaknesses in the mentor meeting. Sevety-seven percent of the mentors opined that mentee achieved their set targets large extent to fully. The mentees mean overall satisfaction and standard deviation about the mentorship program was 7.5 ± 2.72, mentors overall satisfaction was reported 7.8 ± 1.7 out of 10. Conclusions: Based on the findings, mentors and mentees were overall satisfied with the mentorship program. But, Mentees’ perceptions about social or psychological problems and professional development agreed was nearly fifty percent only. On the other hand, mentors had concerns related to the keenness of mentees for the mentorship meeting. There is a need to focus on these domains in the forthcoming mentorship programs.

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Section: Discussionmentioning

confidence: 99%

Experience of a Formal Mentorship Program at Saudi Board Family Medicine Residency Program in Qassim, Saudi Arabia

Alfi

Kalevaru

Rabbani

et al. 2023

JESBS

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“…For mentor teachers, mentoring ELT student teachers during teaching practicum is beneficial in continuing their professional development and identity (Holland, 2018;Shanks et al, 2020). Khojah and Asif (2020) highlight the importance of mentoring for mentor teachers to focus on concrete demonstration and deconstruction of their teaching methods and practices.…”

Section: Mentoring In Eltmentioning

confidence: 99%

The challenges and strategies of Islamic school mentor teachers in implementing ELT lesson plans

Akmal

Fitriah

Fadhilah

2022

SiELE

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The availability of the lesson plans as organized guidance for teachers is critical in achieving the objectives of English Language Teaching (ELT) in policy decisions, curriculum planning, and classroom implementations. However, it is unavoidable if teachers experience difficulties generating lesson plans, necessitating specific strategies to deal with the situation. This study aims to examine the challenges faced by state Islamic secondary school English mentor teachers in implementing lesson plans and the strategies they utilized to overcome those challenges. This study employed a qualitative research design utilizing data purposively gathered from the semi-structured interviews involving five English school mentor teachers from State Islamic Secondary School No. 4 in Banda Aceh. The findings revealed that teachers’ most significant challenges in implementing lesson plans were time constraints, format changes, administrative burdens, and students’ lack of interest. The study also found out that attending the MGMP (Musyawarah Guru Mata Pelajaran, or the Teachers Professional Development Forum), using a guidebook, asking for advice from colleagues, and using the internet as a learning resource are common strategies the teachers used in overcoming their challenges. It is expected that the impact of this study provides a practical and critical reflection to develop a more realistic and workable ELT lesson plan implementation for mentor teachers amidst their demanding roles and increased administrative responsibilities. This study also recommends that university/faculty administrators and lecturers be more attentive to courses related to lesson plan design, such as English Curriculum Design, English Course Design, and Micro Teaching.

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“…A third recommendation would be implementing a vigorous mentoring program for executives in leadership and including those desiring elevation to leadership roles within the organization. As outlined by Khojah and Asif (2020) mentoring is an essential and effective structure of supporting professional advancement. Mentoring is key in supporting the professional advancement of executives and increasing the efficiency of these employees.…”

Section: Recommendations and Conclusionmentioning

confidence: 99%

Succession Planning Strategies at the Bahamas’ Ministry of Education: A Case Study

Wilson¹

2022

OJBM

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An exploratory single-case study was conducted to explore how government executives perceive the strategies for the current succession planning process, which include a competency model and the needed changes within the Ministry of Education in The Bahamas. The theoretical foundations for this study were the competency model and the five-step succession planning model. A qualitative methodology and single case study research design addressed the research questions. For this study, purposive sampling was used to choose a sample from a given population unit comprised of 12 executives. Data were collected through semi-structured interviews, questionnaires, and focus groups. Thematic analysis was used to discover emerging themes and organize the study using qualitative data. The following eight themes emerged from the data: 1) building capacity through succession planning strategies; 2) recognition of staff training and mentoring; 3) ultimate leadership preparation; 4) transformation through organizational growth changes; 5) required changes at the Ministry regarding weaknesses in the current succession planning system; 6) coaching techniques; 7) individual factors/development; and 8) skills development and skills set. Recommendations for future research that include the model and the theoretical foundations for this study are presented.

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Mentoring Matters in Workplace: The Impact of Formal Mentoring Program on EFL Instructors’ Performance at ELI, King Abdulaziz University, Saudi Arabia

Cited by 5 publications

References 49 publications

Experience of a Formal Mentorship Program at Saudi Board Family Medicine Residency Program in Qassim, Saudi Arabia

Experience of a Formal Mentorship Program at Saudi Board Family Medicine Residency Program in Qassim, Saudi Arabia

The challenges and strategies of Islamic school mentor teachers in implementing ELT lesson plans

Succession Planning Strategies at the Bahamas’ Ministry of Education: A Case Study

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