Are you better off now? An investigation of perceived outcomes among teachers involved in a mentoring program

ABSTRACT

This quantitative study examined mentees’ perceptions of the support they have received from a school-based mentoring program (SBMP) in which they have been involved for three years. The study involved 341teachers in seven schools that hosted the SBMP. The findings indicated that only 45.2% of participants ‘agreed’ or ‘strongly agreed’ that their mentors provided expected support. According to the findings, such a low level of teachers’ satisfaction with the program benefits may have stemmed from a high teacher-mentor ratio (56 for 1), limited mentor’s content knowledge, and time constraints. The study addresses the gap in the current literature on school-based mentoring practices when it comes to the language educational policies involving the use of English as a classroom language in postcolonial contexts. In particular, the study provides education decision-makers with a body of knowledge conducive to designing and implementing school-based mentoring programs that are likely to succeed.

KEYWORDS:

• Career-related support
• mentoring
• professional development
• psychosocial function
• teacher empowerment

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Notes on contributors

Théophile Muhayimana

Théophile Muhayimana, Ed. D, is an Assistant Professor of Educational Leadership in the Department of Educational Psychology, Foundations, and Leadership Studies at the University of Northern Iowa. His major research interests lie in the area of professional learning, systemic change for school improvement, critical and inclusive pedagogies, and assessment.