Professional Standards of Mentors and Science Student Teachers Teaching Practice Effectiveness.

Abstract

This study examined the role of professional standards of mentors on science student teachers teaching practice effectiveness in the Department of Science Education, Faculty of Education, University of Calabar. To achieve the purpose of the study, one hypothesis was formulated to guide the study. The study utilized case study research design, no sampling technique was used since the total number of the sample was the same as the total number of the population. Data was collected using two instruments, one being constructed by the researcher titled “Questionnaire for research on Professional standards of mentors and science student teachers teaching practice effectiveness (QPS)” and students results for effectiveness. Pearson Product Moment Correlation Coefficient was used in analyzing data at 0.05 level of significant with 198 degree of freedom. The results show that there was a significant relationship between professional standard of mentors and teaching practice effectiveness. It was therefore recommended that only professional teachers should be assigned to serve as mentors to the student teachers.