Influence of Mentoring On Teachers Instructional Delivery in Secondary Schools in Obio/Akpor Local Government Area (Published)
The study investigated the influence of mentoring on teacher’s instructional delivery in secondary schools in Obio/Akpor Local Government Area, Rivers State. Two research questions guided the study. The research design used for the study was descriptive survey design. A sample of three hundred and twenty (320) teachers were used for the study. A questionnaire titled: Mentoring Beginning Teachers for Effective Service Delivery Questionnaire (MBTESDQ) was used for data collection. Mean and standard deviation were the major statistical tools used for data analysis. Major’s findings revealed that, the one-on-one mentorship programme was common amongst secondary schools in Obio/Akpor Local Government Area, and that mentoring has as great influence on beginning teachers service delivery. Based on this, it was recommended that, government and other stakeholders in the education industry, take the implementation of mentoring programmes in secondary schools seriously, as this will help enhance their instructional service delivery.
Citation: Anyanwu, J. and Abe, E.C. (2023) Influence of Mentoring On Teachers Instructional Delivery in Secondary Schools in Obio/Akpor Local Government Area, International Journal of Education, Learning and Development, Vol. 11, No.3, pp.12-24
Influence of Attendance to Courses and Mentoring on Job Productivity of Teachers in Oguta LGA, Imo State Nigeria (Published)
The general purpose of this study is to investigate the influence of attendance to courses and mentoring on job productivity of teachers in Oguta LGA, Imo State, Nigeria. The survey research design was used for this study using questionnaire as an instrument for data collection. This study covered the entire population of 661. Out of these, 501 copies of the questionnaire representing 75.8% were duly completed and returned for analysis. Student’s t-test was used to analyze the research questions. The finding showed that short and part time courses had no significant influence on the job productivity of teachers in Oguta LGA, Imo State, Nigeria (F cal= 7.86; t-vale =6.117; p >0.005). Finding also showed that mentoring significantly influence job productivity of teachers in Oguta LGA, Imo State, Nigeria (F-cal value= 58.62; t-value = 22.478; P<0.05). This study recommended that, there should be a review of the curriculum and an in-built quality-control measure on the content delivery of course (short/part time) study attended by teachers. This will ensure that there is no room left for compromise of quality and standard of course programmes and also ensure that the approaches are relevant to job functions of teachers or else the aim of development action will be defeated.
The Study of Beginning Teachers’ Induction in Zanzibar Secondary schools: The case of Urban Region (Review Completed - Accepted)
The aim of the study was to document as fully as possible the programmes and practices in Zanzibar secondary schools for the induction of beginning teachers’ .Both quantitative and qualitative research approaches were used for an in-depth understanding of the induction programs under scrutiny. Questionnaires and interviews were the primary sources of data and documentary reviews consisted of policy documents and Zanzibar educational development plans were the secondary sources of data. In total, the study employed 110 respondents. The purposive sampling with the focus of 90 Beginning teachers in Urban areas was used. The random sampling was used in getting these respondents where by 15 schools were selected and from each school, 6 Beginning Teachers were chosen. Besides, 8 Officials from the Ministry of Education and 12 School Principals were involved. For quantitative data, SPPS soft ware was used to translate data into frequencies and percentages while content analysis was used for qualitative data .In brief, the major findings emerged are that, there is no well defined system for the orientation of Beginning teachers into the profession. As an alternative, there are some individual efforts of the very few individual school Principals who prepared their own kind of support for these Teachers as they join their schools as a measure to protect the quality of education in their schools. The underlying problem was found to be the absence of a philosophy and policy for induction by the respective Department of Teacher Education. The study concludes with several recommendations the most important being: the formulation of a policy by the Department based on a well defined philosophy for induction and implementation of programmes arising from the policy in the form of school based induction activities, external support programmes by the teachers’ centres, subject advisers, tertiary institutions and the teachers’ associations.