The Influence of Mentoring on Teacher Effectiveness in Teaching in Government -Aided Secondary Schools in the Acholi Sub-Region

Abstract

The study investigates the extent to which mentoring services improve on teachers’ instructional processes in government aided secondary schools. Teacher effectiveness requires concerted effort and interventions to change the way teachers conduct their teaching. The research used cross sectional survey and mixed methods. Questionnaires and interviews were used to collect data. Data was collected from 462 secondary school teachers and school administrators and analyzed using descriptive statistics and Chi-Square frequency. The results showed that: teachers use varieties of reference text books in preparing their notes (M = 4.45), however, up-to-date textbooks are not many in the school, teachers use instructional materials in teaching learning process (M = 4.28) and teachers involved students in learning process (M = 4.41). However, teachers are not always willing to make schemes of work unless they are pressurized. Some teachers have forgotten lesson planning in their subject areas and do not use varieties of generic teaching methods. The study concludes that mentoring has influence on teacher effectiveness in government aided secondary schools but teachers are not adequately interested in mentoring that is why teachers use poor methods of teaching thus poor performance among students because they do not attend mentoring services effectively. The study suggests that the Ministry of Education and Sports should be empowered to regularly organize appropriate training for teachers and school administrators to scale-up teachers’ awareness and skills in mentoring to help improve on teachers’ instructional processes in government aided secondary schools.

Keywords: Teacher Effectiveness, teaching, mentoring, government aided secondary schools.

DOI: 10.7176/JEP/10-23-13

Publication date: August 31^st 2019