Abstract
This paper reports on a study which was conducted to investigate the relationship between mentoring and teacher effectiveness in Government-aided secondary schools in the Acholi sub-region in Uganda. The study used a descriptive, cross-sectional survey design focusing on teachers in government-aided secondary schools in the Acholi sub-region. It found that the assistance given to teachers helps build their confidence, improve their teaching, and help teachers to improve their effectiveness and efficiency in guiding learners’ achievements. It concluded that helping teachers to improve their effectiveness in government-aided secondary schools builds teachers’ confidence in teaching and students’ learning. In this way, mentoring helps strengthen teachers’ classroom practices in Government aided secondary schools. Thus, the study recommended that mentoring guidance should focus on helping teachers employ social interactions and instructional practices; feedback and clarity in teaching that have direct measurable impacts on student learning achievements.
Highlights
The teachers from Government-aided secondary schools in the Acholi sub-region were asked whether mentoring given to them improves teacher effectiveness
Teachers increase their effectiveness when they are helped with strong instructional guidance Mentoring is effective in developing trainees teaching skills Mentorships are valuable in helping mentees advance in their careers and build self-confidence Mentoring helps new teachers face their new challenges
The researchers investigated mentoring and teacher effectiveness in general and observed that teachers are the light of a nation in that through teaching; they prepare learners who later help in a nation’s economic development
Summary
Mentoring is a process in which an experienced individual helps another person develop his or her goals and skills through a series of time-limited, confidential, one-on-one conversations and other learning activities Mentoring is an interactive process that helps individuals acquire teaching skills based on lesson designs, methods of delivery; stimulating interests in the subject and motivating students to learn more effectively and efficiently improving teacher effectiveness (Metros & Yang, 2006). Mentoring was very helpful as it could guide, encourage and motivate the individuals in organizations/institutions. This process of helping teachers when well executed will lead to students’ achievement in Government-aided secondary schools. The practice of apprenticeship and transferring generational knowledge, so prevalent in craft societies of past centuries, draws heavily on the concept of mentoring (Deans et al, 2006)
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