The Contributions of Mentoring on Teachers’ Effective Classroom Management Strategies in Government Aided Secondary Schools in the Acholi Sub-Region
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Date
2019
Journal Title
Journal ISSN
Volume Title
Publisher
Journal of Education and Practice
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
statistically significantly suggested that teachers are able to supervise and control learners during class activities
as a result of mentoring services (M = 4.40). The study findings statistically significantly suggested (M =4.32)
that teachers have acquired skills of controlling learners’ behaviours in the class as a result of mentoring services.
It was also statistically significantly suggested (M= 4.25) that teachers acquired skills of controlling noise as a
result of mentoring services. The findings through quantitative methods revealed that mentoring influence
teacher effectiveness in government aided secondary schools. However, findings through qualitative methods
revealed that Mentoring does not have any influence on teacher effectiveness. Findings through documents
checked revealed that mentoring activities are not documented meaning no mentoring services in the schools.
Mentors have not had formal training in mentoring, they have no mentoring skills. This is why teachers do not
effectively manage their classroom and students’ performance remain poor. The study suggests that 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
Description
Keywords
Teacher Effectiveness, teaching, mentoring, classroom management. government aided secondary school