How Science Teachers Perceive Mentoring: Focus on Definition and Benefits

Abstract

This study investigated science teacher’s perceptions of mentoring with respect to definitions and benefits in Zone C area of Benue State. Using purposive sampling technique, 163 science teachers were selected. Perceptions on definition, and benefits were sought using a validated 20 item Likert-scale type questionnaire. Reliability coefficient (r) of 0.86 was obtained using the split-halve method, and the results subjected to Spearman-Brown prophecy formula. Mean and standard deviation were used to answer the 2 research questions. Findings revealed that science teachers perceive mentoring essentially as guidance, professional development and role-modelling; science teachers perceive mentoring as a beneficial part of their professional development. Recommendations made include: experienced teachers should be encouraged to avail themselves as role models to provide guidance and create development opportunities for young and less experienced science teachers; novice teachers with less teaching experience should seek out veteran teachers and develop informal mentoring relationships to enhance their professional development and improve their effectiveness; and where schools are unable to offer formal mentoring programmes, administrators should promote cooperation and encourage teachers to develop authentic albeit unofficial mentoring relationships.