The Manner Beginning Teachers are mentored to Enhance Pedagogical Skills in Selected Government Secondary Schools in Rukwa Region, Tanzania

Abstract

The primary objective of this study was to investigate the manner beginning teachers are mentored to enhance pedagogical skills in selected government secondary schools in Rukwa region, Tanzania. Specifically, the study explored: i) the manner through which mentoring activities were organised in schools, ii) identification and prioritisation of key areas for mentorship in schools, and iii) the professional support services provided to beginning teachers in schools. The study was guided by socio-cultural theory. Moreover, the study employed a qualitative exploratory approach and case study design in exploring teachers’ experiences on the manner beginning teachers were mentored. Data were collected through semi-structured interviews and Focus Group Discussion and were thematically analyzed. Findings show that mentoring practices involved attaching beginning teachers to experienced teachers in one to one form, peer mentoring networking formation among beginning teachers and team mentoring. Further, the identified areas for mentorship included: the subject content masteries, the teaching and learning materials preparation, the teaching and learning methods application, and the students’ assessment and feedback giving. The professional supports provided to beginning teachers were schemes of work and lesson plans templates, lesson notes, online links and text and reference books. The study concluded that the manner mentorship was practiced in government secondary schools enhanced beginning teachers’ pedagogical skills as one the prerequisite teaching profession skills and personality and hence, be able to effectively implement teaching activities. The study recommended that ministries responsible for education should institutionalise mentoring in schools by enacting laws and providing circulars and guidelines to enforce implementation sustainable mentorship in schools.