"Measuring the Effectiveness of Teacher's Mentoring Practices on Academic achievement of University Students"

Abstract

This research intended to examine and explore the effectiveness of teachers mentoring practice on the academic achievement of university students. This study is descriptive, in nature Objective of the study was to measure the effectiveness of teachers' mentoring practice on students’ academic achievement at the university level. The hypothesis of this study is: there is a positive impact of teacher mentoring on students' achievement. For this purpose a stratified random sample of 100 respondents was collected from two distinct groups of the population were from both genders male teachers and female teachers who are teaching in respective institutions and male and female students who are studying from same institutes. The result obtained from the research study revealed that there is a positive and constructive connection between teachers mentoring practice and students' academic achievement. It is recommended that the government level and state levels should encourage mentoring programs for beginner teachers at the university level and should also provide the necessary infrastructure to facilitate in all institutions. It is also recommended that Administrative heads of institutions e.g. Vice-Chancellors, Deans, and Heads of Department, should ensure that effective and efficient mentoring programs exist and are encouraged in their respective Faculties and Departments. Heads of departments should ensure that newly appointed teachers may fully aware of the significance of mentoring.