The role of teacher mentoring in enhancing teaching practices of beginning teachers in selected school in Kotido district, Uganda
Date of Award
Master of Education (MEd)
Dr. Nipael Mrutu
Institute for Educational Development, East Africa
The mentoring support beginning teachers experience during their early years in the teaching profession, play key role in enhancing the beginning teachers’ teaching practices. The transition beginning teachers’ experiences from student teacher to established teacher often fill them with challenges as well as positive experiences. This study explored the role of teacher mentoring in enhancing teaching practice of beginning teachers in the primary schools in Uganda. A qualitative research approach and phenomenological design were used to explore how teacher mentoring practice in primary schools enhances teaching practices of beginning teachers as well as the factors that facilitate and affect teacher mentoring. The benefits of teacher mentoring were realized in teacher mentoring experiences in schools. Semi structured interviews, focused group discussion; lesson observation and document analysis were used to ascertain beginning teachers’ experiences in teacher mentoring and impact on their teaching practices. Findings suggest that beginning teachers receive inadequate mentoring service during their early years in teaching profession due to lack of mentoring program, and inadequate professional knowledge of mentors in mentoring. This partially results in low teaching quality of beginning teachers and turnover. The study recommends reinforcement of the teacher policy documents to support teacher mentoring in the primary schools. Plans for capacity building for teachers on teacher mentoring should be designed for primary schools. School leaders should endeavor to integrate mentoring program and structure for mentoring in the school activities in order to provide adequate support to beginning teachers.
Achayo Susan. (2015). The role of teacher mentoring in enhancing teaching practices of beginning teachers in selected school in Kotido district, Uganda (Unpublished Masters Thesis). Dar es salaam: Aga Khan University