Mentoring Research Articles

Incivility in Nursing Education: Experiences of Under-Graduate Nursing Students

Incivility in nursing education is a pervasive issue that significantly impacts nursing students' clinical experience and psychological well-being. This study explored the forms and frequency of incivility encountered by clinical nursing students, documented its impacts and the coping mechanisms employed, and provided recommendations for interventions. A qualitative research approach involved focus group discussions with nursing students from Ambrose Alli University. The data was transcribed and analyzed thematically. The findings revealed that nursing students frequently experience various forms of incivility, including verbal abuse, inappropriate behaviour, and unprofessional conduct from senior nurses. These behaviours led to demotivation, frustration, and psychological stress, adversely affecting students' clinical learning experiences. Coping mechanisms identified included avoidance, confrontation, and normalization, indicating a need for more effective support systems. Participants suggested several interventions to mitigate incivility, such as implementing robust regulatory frameworks, enhancing institutional support, providing education and training for senior nurses, and establishing clear reporting mechanisms. The recommendations emphasize the importance of creating a respectful and supportive learning environment for nursing students. The study's findings align with existing literature on the negative impacts of incivility in nursing education and underscore the critical need for comprehensive strategies to address this issue. Educational institutions should integrate professionalism and ethics into the curriculum, establish strong mentorship programs, and monitor clinical placements. Healthcare organizations must implement and enforce policies against incivility, provide continuous professional development, and encourage positive behaviours. Future research should focus on expanding the sample size, conducting longitudinal studies, and evaluating the effectiveness of interventions across different contexts. Addressing incivility is essential for the professional development of nursing students and the overall quality of patient care, ensuring a competent and resilient nursing workforce.

A Systematic Review of Mentorship for Early Career Teachers in Rural Appalachia: Addressing Challenges and Promoting Student Success

Aims: This study explores the mentorship of Early Career Teachers (ECTs) and its impact on student success in Appalachia, Ohio, by systematically reviewing existing literature. The critical role of mentorship in the professional development and retention of ECTs in rural educational settings is examined. Conceptual Framework: Situated Learning Theory (SLT) was adopted to guide the investigation into the challenges faced by ECTs in rural Appalachia and the significance of structured mentorship programs. Methodology: This study employs a systematic literature review approach, analyzing findings from existing research on the mentorship of ECTs. A rigorous search, selection, and synthesis of relevant studies were conducted to identify key themes and patterns. Results: The study revealed significant challenges for ECTs in Appalachia, including professional isolation, lack of resources, and socio-economic barriers. Structured mentorship programs were found to be crucial in enhancing ECTs’ instructional practices, resilience, and professional growth. The bi-directional benefits of mentorship were highlighted, showing positive impacts on both teachers and students. Conclusion: Effective mentorship is essential for the retention and professional development of ECTs in rural Appalachia. Comprehensive mentorship programs can significantly improve educational outcomes, reduce teacher attrition, and foster a supportive learning environment. Educational leaders and policymakers should prioritize tailored mentorship programs to address the unique challenges of rural settings. Additionally, investing in professional development and increasing access to resources for ECTs are essential for their sustained success and resilience.

Driving Village-Owner Enterprises (BUMDes) Innovation as a Driving Force for Independent Village Development Through Inclusive Leadership

This study examines the role of inclusive leadership in driving innovation within Village-Owned Enterprises (BUMDes) as a catalyst for self-reliant village development in Indonesia. The research employed a qualitative approach with case studies of BUMDes in Kulon Progo, Gunung Kidul, and Yogyakarta City. The study aims to analyze the dynamics of the innovation process in BUMDes and the innovation leadership models in place. Findings indicate that inclusive leadership accelerates innovation by empowering local communities, fostering collaboration, and creating a safe environment for experimentation. Case studies in Kulon Progo and Gunung Kidul demonstrate that successful product, process, marketing, and organizational innovations can enhance local economic growth, community welfare, and environmental sustainability. Strategies for promoting inclusive leadership include capacity building, community engagement, mentorship programs, and recognition. This research positively contributes to the study of innovation in BUMDes and offers practical insights for developing inclusive leadership models across various bureaucratic levels in Indonesia.

Gender Representation in Postcolonial African Literature

Purpose: The aim of the study was to assess the gender representation in postcolonial African literature. Materials and Methods: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: The study found that authors often critique patriarchal structures and colonial legacies that have influenced gender dynamics. Female characters in these narratives are depicted as resilient and multifaceted, challenging traditional roles and seeking empowerment. Works by writers such as Chimamanda Ngozi Adichie and Tsitsi Dangarembga highlight the struggles and triumphs of women navigating postcolonial societies, reflecting broader themes of identity, autonomy, and resistance. Additionally, postcolonial African literature often explores the intersectionality of gender with race, class, and ethnicity, offering a nuanced understanding of the lived experiences of African women and men in a rapidly changing world. Implications to Theory, Practice and Policy: Postcolonial theory, feminist literary theory and queer theory may be used to anchor future studies on assessing the gender representation in postcolonial African literature. Supporting emerging authors through literary grants and mentorship programs is essential for promoting diversity and inclusivity in literary production. Promoting gender-inclusive literary awards can incentivize authors to explore and challenge traditional gender norms in their works.

Open management of condylar head fractures. The first 50 cases: What have we learnt and where are we going?

This study evaluates a single surgeon’s experience in the development of a practice in open treatment of intracapsular condylar fractures over three years at a tertiary maxillofacial trauma centre. An enhanced dynamic, peer-reviewed, longitudinal audit in keeping with the adoption of elements of new clinical practice was instituted. This aimed to record and analyse clinical and functional outcomes at both the surgeon and patient level. A retrospective review of patients treated for AO craniomaxillofacial (AOCMF)-classified intracapsular fractures was conducted, utilising an extended preauricular approach and positional screw fixation with an emphasis on early joint mobilisation and physiotherapy. The cohort consisted of 45 patients with 50 fractures, exhibiting a mean postoperative mouth opening of 32 mm, which increased over time and was noted to be statistically significant. Patient satisfaction was high, and the majority of radiological outcomes were deemed anatomical. No patients had permanent facial nerve injuries. Other postoperative complications were minimal, including one case of Frey syndrome and a 16% re-intervention rate, primarily for hardware removal. The findings suggest that open treatment can achieve satisfactory early function as part of the implementation of an in-part novel procedure. This paper provides insight into the establishment of a new technique in both experiential and governance domains, and looks at the lessons learned. The high levels of patient and surgeon satisfaction confirm increasing levels of evidence supporting open reduction and fixation in these challenging injuries, but the study’s limitations include the absence of a control group and potential non- generalisability due to the single-surgeon perspective. The study highlights the need to support colleagues providing this treatment and establish a national mentoring programme to achieve it. At this point, long-term studies and a multicentre trial are suggested for a comprehensive understanding of the treatment’s efficacy and the formal development of management protocols.

Mentorship program to elevate journal quality and rankings in Indonesia: a case study

This article explores the best practices of mentorship programs in all journals at Universitas Airlangga. The university has established a journal mentoring team, as mandated by the rector’s regulation, which is responsible for guiding journals through preparation, submission, management, policy, and overall quality improvement. A case study was conducted to explore the mentoring mechanisms at Universitas Airlangga. Mentors were selected from among experienced editors at the university, each with a distinguished background in managing their own journals. The mentorship program successfully led to the indexing of 14 journals in Scopus, one in Web of Science (WoS), 85 in the Science and Technology Index (SINTA), and 60 in Directory of Open Access Journals (DOAJ). The strategies used can be shared with other universities to assist their journal editors. The mentorship program at Universitas Airlangga has significantly improved the quality and international visibility of its academic journals. This is evidenced by the successful indexing of numerous journals in prestigious databases including Scopus, WoS, SINTA, and DOAJ. The structured mentoring, clear targets, and comprehensive institutional support were instrumental in achieving these results. This model serves as a scalable best practice for other universities seeking to improve their journal quality and global standing.

Research and publication at crossroads

Writing and publishing scientific and rigorous work needs a high level of integrity and adherence to ethical guidelines. Several publications have been rejected by authentic journals as a result of not adhering to a deontological standpoint. This laxity has posed deadly repercussions to the beholder including ruining its institutional image in academic scholarship. Notwithstanding, numerous writers are acquainted with the consequences of not observing ethical standards in research and publication, yet in trying to put up their pieces of work get caught in the same quandary. Anchored on a thematically oriented review of literature, it was imperative to try to explain the key ethical misconduct bases in research and publication. To fulfil this quest many journal articles were analysed. It was found that numerous aspects form the basis for misconduct in research and publication including; the pressure to ‘publish or perish’, the limitation of mentorship and guidance programs, knowledge on research and publication, promotion and academic advancement, competition among colleagues, workload pressure, financial motives, pressure from individual morality, and the challenge of research culture. Consequently, it is imperative to note that to publish a scholarly piece of work, adhering to ethical standards is non-negotiable.

An Ethnographic Exploration of Performance-Based Learning in Chinese University Music Education

This ethnographic study explores the impact of performance-based learning on music education at Langfang Teachers University in China. Through observations and interviews, the study examines how live demonstrations, student performances, and ensemble practices contribute to students' technical proficiency, musical interpretation, collaborative skills, and self-confidence. The findings reveal high levels of student engagement and appreciation for hands-on learning, with significant improvements in instrumental and vocal skills. However, challenges such as performance anxiety, resource limitations, time management issues, and varying levels of preparedness were also identified. Recommendations include implementing workshops for anxiety management, increasing funding for facilities, developing structured practice schedules, and introducing peer mentoring programs. The study underscores the importance of integrating traditional Chinese music with contemporary practices, ensuring a well-rounded and culturally enriched music education that prepares students for diverse careers in the global music industry.

Needs-Assessment for an Artificial Intelligence-Based Chatbot for Pharmacists in HIV Care: Results from a Knowledge–Attitudes–Practices Survey

Background: Pharmacists need up-to-date knowledge and decision-making support in HIV care. We aim to develop MARVIN-Pharma, an adapted artificial intelligence-based chatbot initially for people with HIV, to assist pharmacists in considering evidence-based needs. Methods: From December 2022 to December 2023, an online needs-assessment survey evaluated Québec pharmacists’ knowledge, attitudes, involvement, and barriers relative to HIV care, alongside perceptions relevant to the usability of MARVIN-Pharma. Recruitment involved convenience and snowball sampling, targeting National HIV and Hepatitis Mentoring Program affiliates. Results: Forty-one pharmacists (28 community, 13 hospital-based) across 15 Québec municipalities participated. Participants perceived their HIV knowledge as moderate (M = 3.74/6). They held largely favorable attitudes towards providing HIV care (M = 4.02/6). They reported a “little” involvement in the delivery of HIV care services (M = 2.08/5), most often ART adherence counseling, refilling, and monitoring. The most common barriers reported to HIV care delivery were a lack of time, staff resources, clinical tools, and HIV information/training, with pharmacists at least somewhat agreeing that they experienced each (M ≥ 4.00/6). On average, MARVIN-Pharma’s acceptability and compatibility were in the ‘undecided’ range (M = 4.34, M = 4.13/7, respectively), while pharmacists agreed to their self-efficacy to use online health services (M = 5.6/7). Conclusion: MARVIN-Pharma might help address pharmacists’ knowledge gaps and barriers to HIV treatment and care, but pharmacist engagement in the chatbot’s development seems vital for its future uptake and usability.

Barriers to female leadership in intensive care medicine: insights from an ESICM NEXT & Diversity Monitoring Group Survey

BackgroundThe underrepresentation of women in leadership remains a pervasive issue, prompting a critical examination of support mechanisms within professional settings. Previous studies have identified challenges women face, ranging from limited visibility to barriers to career advancement. This survey aims to investigate perceptions regarding the effectiveness of women’s leadership programs, mentoring initiatives, and a specialized communication course. Particularly it specifically targets addressing the challenges encountered by professional women.MethodsThis multi-center, observational, international online survey was developed in partnership between ESICM NEXT and the ESICM Diversity and Inclusiveness Monitoring Group for Healthcare. Invitations to participate were distributed to both females and men through emails and social networks. Data were collected from April 1, 2023, through October 1, 2023.ResultsOut of 354 respondents, 90 were men (25.42%) and 264 were women (74.58%). Among them, 251 completed the survey, shedding light on the persistent challenges faced by women in leadership roles, with 10%-50% of respondents holding such positions. Women’s assertiveness is viewed differently, with 65% recognizing barriers such as harassment. Nearly half of the respondent’s experience interruptions in meetings. Only 47.4% receiving conference invitations, with just over half accepting them. A mere 12% spoke at ESICM conferences in the last three years, receiving limited support from directors and colleagues, indicating varied obstacles for female professionals. Encouraging family participation, reducing fees, providing childcare, and offering economic support can enhance conference involvement. Despite 55% applying for ESICM positions, barriers like mobbing, harassment, lack of financial support, childcare, and language barriers were reported. Only 14% had access to paid family leave, while 32% benefited from subsidized childcare. Participation in the Effective Communication Course on Career Advancement Goals and engagement in women’s leadership and mentoring programs could offer valuable insights and growth opportunities. Collaborating with Human Resources and leadership allies is crucial for overcoming barriers and promoting women’s career growth.ConclusionsThe urgency of addressing identified barriers to female leadership in intensive care medicine is underscored by the survey’s comprehensive insights. A multifaceted and intersectional approach, considering sexism, structural barriers, and targeted strategies, is essential.

Impact of Gender Stereotypes on Career Advancement in STEM Fields in Tanzania

Purpose: The aim of the study was to analyze the impact of gender stereotypes on career advancement in STEM fields in Tanzania. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: In Tanzania, gender stereotypes significantly impede career advancement for women in STEM fields, creating barriers to their professional growth and development. Research reveals that societal expectations and cultural biases often undervalue women’s contributions and limit their opportunities for advancement. Women face challenges such as unequal access to resources, mentorship, and networking opportunities compared to their male counterparts. These stereotypes contribute to lower representation of women in leadership positions within STEM sectors, further perpetuating gender disparities. Unique Contribution to Theory, Practice and Policy: Social role theory, stereotype threat theory & expectancy-value theory may be used to anchor future studies on impact of gender stereotypes on career advancement in STEM fields in Tanzania. Establish mentorship programs that pair LGBTQ+ individuals with supportive mentors who can provide guidance and advocacy. Implement and enforce policies that promote diversity and inclusion in hiring and promotion practices within STEM fields.

Influence of Workplace Mentorship Programs on Gender Diversity in Leadership in Kenya

Purpose: The aim of the study was to analyze influence of workplace mentorship programs on gender diversity in leadership in Kenya. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: Research on the influence of workplace mentorship programs on gender diversity in leadership in Kenya highlights several key findings. Studies indicate that mentorship programs significantly enhance the representation of women in leadership roles by providing guidance, networking opportunities, and skill development tailored to address gender-specific barriers. These programs foster a supportive environment where women can gain confidence and visibility, which translates into increased career advancement. The effectiveness of such programs is often amplified by their focus on addressing systemic biases and promoting inclusive practices within organizations. Unique Contribution to Theory, Practice and Policy: Social learning theory, role congruity theory & transformational leadership theory may be used to anchor future studies on the influence of workplace mentorship programs on gender diversity in leadership in Kenya. Organizations should implement mentorship programs tailored to the specific needs of women in different sectors and career stages. Policymakers and organizations should develop and enforce structured mentorship policies that include regular evaluations, clear objectives, and accountability measures.

Impact of Gender-Specific Marketing on Consumer Purchasing Behavior in Philippines

Purpose: The aim of the study was to analyze impact of gender-specific marketing on consumer purchasing behavior in Philippines. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: Recent studies on the impact of gender-specific marketing on consumer purchasing behavior in the Philippines reveal that tailoring marketing strategies to gender preferences significantly influences buying decisions. Research indicates that campaigns designed with gender-specific appeals are more effective in resonating with target audiences, thereby enhancing engagement and driving sales. For instance, marketing messages emphasizing traditional gender roles or specific lifestyle aspirations often result in higher purchase intentions among female consumers, while campaigns highlighting strength and technology tend to appeal more to male consumers. Unique Contribution to Theory, Practice and Policy: Social role theory, consumer culture theory (CCT) & theory of planned behavior (TPB) may be used to anchor future studies on the impact of gender-specific marketing on consumer purchasing behavior in Philippines. Organizations should implement mentorship programs tailored to the specific needs of women in different sectors and career stages. Policymakers and organizations should develop and enforce structured mentorship policies that include regular evaluations, clear objectives, and accountability measures.

Intent vs Reality: Dehumanization in the South African Corporate Landscape

Thirty years after apartheid’s abolition and the ascension of a new democratic leadership, South Africa continues to grapple with the discriminatory legacy of apartheid. Measures introduced by the post-apartheid government to combat historical marginalization, including legislative initiatives like affirmative action laws and diversity management policies, encounter inherent structural barriers within South African organizations shaped by prevailing cultural norms. Despite the legal framework in place, black employees often endure dehumanizing treatment, finding themselves sidelined from decision-making channels and lacking access to avenues for career advancement and professional development. This essay aims to better understand the lived experiences of South African workplace employees through the lens of organizational dehumanization. This work underscores the urgent need to reimagine transformation efforts in South Africa, moving beyond numerical representation toward a more inclusive work environment that promotes genuine empowerment. It emphasizes the importance of developing holistic diversity management strategies, implementing effective mentorship and sponsorship programs, and providing opportunities for meaningful participation and decision-making by black employees. Such an approach will ensure that legislative intentions are translated into practical workplace realities, ultimately fostering true equality and empowerment.

Examining the perception of undergraduate health professional students of their learning environment, learning experience and professional identity development: a mixed-methods study

BackgroundThe quality of the learning environment significantly impacts student engagement and professional identity formation in health professions education. Despite global recognition of its importance, research on student perceptions of learning environments across different health education programs is scarce. This study aimed to explore how health professional students perceive their learning environment and its influence on their professional identity development.MethodsAn explanatory mixed-methods approach was employed. In the quantitative phase, the Dundee Ready Education Environment Measure [Minimum–Maximum possible scores = 0–200] and Macleod Clark Professional Identity Scale [Minimum–Maximum possible scores = 1–45] were administered to Qatar University-Health students (N = 908), with a minimum required sample size of 271 students. Data were analyzed using SPSS, including descriptive statistics and inferential analysis. In the qualitative phase, seven focus groups (FGs) were conducted online via Microsoft Teams. FGs were guided by a topic guide developed from the quantitative results and the framework proposed by Gruppen et al. (Acad Med 94:969-74, 2019), transcribed verbatim, and thematically analyzed using NVIVO®.ResultsThe questionnaire response rate was 57.8% (525 responses out of 908), with a usability rate of 74.3% (390 responses out of 525) after excluding students who only completed the demographic section. The study indicated a “more positive than negative” perception of the learning environment (Median [IQR] = 132 [116–174], Minimum–Maximum obtained scores = 43–185), and a “good” perception of their professional identity (Median [IQR] = 24 [22–27], Minimum–Maximum obtained scores = 3–36). Qualitative data confirmed that the learning environment was supportive in developing competence, interpersonal skills, and professional identity, though opinions on emotional support adequacy were mixed. Key attributes of an ideal learning environment included mentorship programs, a reward system, and measures to address fatigue and boredom.ConclusionsThe learning environment at QU-Health was effective in developing competence and interpersonal skills. Students' perceptions of their learning environment positively correlated with their professional identity. Ideal environments should include mentorship programs, a reward system, and strategies to address fatigue and boredom, emphasizing the need for ongoing improvements in learning environments to enhance student satisfaction, professional identity development, and high-quality patient care.

Mentoring Online Composition Instruction (ALP/Corequisite Writing) for Faculty and Student Success

This paper expands previous research discussing a former faculty-mentoring program for new and adjunct faculty teaching ALP (Accelerated Learning Program) / corequisite writing at the Community College of Rhode Island (CCRI) which was a boon to student success during the pandemic and aims to provide mentoring tools to new and adjunct faculty teaching online. The sudden shift to online learning brought multiple challenges, still relevant today, including student engagement, student attendance, and successful completion of work; thus, we also emphasize best digital practices that enable a successful online learning environment. A continuous support system / mentoring program that helps with all facets of distance learning is important for the success and well-being of both faculty and students.

Competency and Barriers in Using ICT among Public School Teachers in Tagoloan District

Technology integration in education transforms teaching and learning by improving efficiency, accessibility, and student participation in the classroom. This study examines the teachers' profile, competency, and barriers that influence the use of ICT between public school teachers in Tagoloan East and West Districts during the School Year 2023–2024. Specifically, the study sought to determine the respondents’ level of competency in the ICT domain and the barriers to using ICT. This study involved two hundred thirty-six (236) respondents from the public elementary and secondary schools of Tagoloan District using the Slovins formula. It used the descriptive research design and an adapted and modified survey questionnaire to collect data. The descriptive correlational method was used to evaluate the samples with statistical analysis including standard deviation, frequency, percentage, mean scores, and Pearson r correlation. The findings showed that teachers' ICT ability is significantly influenced by age, teaching experience, and attitude, and there is a notable relationship between ICT skills and barriers related to manpower, policy, and facilities. Further, enhancing teachers' ICT competence through advanced technology training and effective integration methods aims to provide proficient educational experiences for 21st-century learners and improve teaching professionalism and efficacy. It is concluded that teachers face challenges in implementing ICT policies, including limited resources, reluctance to change, technological issues, and inadequate training. Factors like age, experience, and attitude influence these barriers. Additionally, it is recommended that schools should train proficient teachers as ICT experts to assist in incorporating technology into classroom teaching. This expert should provide ongoing support and training through mentoring programs. Teachers with limited technology experience are encouraged to improve their ICT integration skills, ensuring they can adapt to current trends and provide advanced educational experiences in the 21st century.

Mentoring Matters When Growing Your Own Educators

The journey to establish the Future Educator Pathway (FEP), formerly known as Project Teacher Development, has been a long yet gratifying one. My colleagues and my students have been instrumental in helping to design a pathway for middle school and high school students of color to pursue a career in education. The whole process began with the Color of Teaching Mentoring Program (CoT) established in 2007 and now includes the CoT, Side-by-Side (SBS) in-school seminars for high school students, a Future Educator Academy (FEA), which is a summer residential college experience, and an opportunity for high school students to take up to four dual enrollment courses to jump start their college careers. The mentoring components of the FEP are the most crucial as they establish effective mentor-mentee relationships to foster a sense of belonging on a college campus, encourage exploration of careers in education, support mentees’ goal achievement, and endeavor to diversify the educator workforce. This paper describes the development and impact of the FEP on recruiting and retaining students of color to pursue a career in education. Findings indicate that mentees who participate in at least two of the four FEP programs persist toward their goal at a higher rate, and mentors report growth in their understanding of the importance of being culturally responsive mentors and educators demonstrating the reciprocal nature of mentoring.

Analisis Budaya Patriarki Dalam Pemilihan Karir Mahasiswi Tingkat Akhir Pada Universitas Sahid Surakarta

This study examines the influence of patriarchal culture on the career choices of final year female students at Sahid University Surakarta. Using qualitative methods, data was collected through in-depth interviews with seven main informants and two supporting informants. The results showed that patriarchal culture significantly influences the career choices of female college students, with men dominating important positions in academic and professional environments. Female college students face limited career opportunities in education and social fields, while leadership roles are dominated by men. While reproductive health services are generally adequate, the quality of off-campus facilities needs to be improved. Women also feel less safe in public spaces and their participation in public activities and economic decision-making remains limited. This research suggests universities provide mentoring programs and leadership training for female students, offer diverse internship opportunities, and promote gender equality through educational campaigns and supportive policies. This research is expected to provide new insights into the influence of patriarchal culture on women's career choices.

Self-Efficacy and Teaching Competence of TLE Teachers as Mediated by Performance Standards

This quantitative study investigated the mediating role performance standards among on the relationship of teaching competence and self-efficacy of Technology and Livelihood Education (T.L.E.) teachers. Data were collected 200 T.L.E. teachers to assess these variables using statistical analysis including mean, correlation, regression, and Path analysis. Findings indicated high levels of self-efficacy, teaching competence, and performance standards among T.L.E. teachers. Notably, self-efficacy significantly influenced teaching competence and performance standard partially mediated the other two variables. This study emphasized the importance of continuous professional development and collaborative efforts to maintain high performance standards in TLE education. Recommendation included investing in specialized continuous professional development, fostering self-efficacy through mentorship and support programs, and promoting collaborative efforts to sustain performance standards. Integration of targeted interventions to strengthen performance standards. Integration of these recommendations by educational stakeholders could foster a vibrant TLE environment, ensuring quality education and professional growth for both educators and students.