Faculty Publications
Are You Better Off Now? An Investigation Of Perceived Outcomes Among Teachers Involved In A Mentoring Program
Document Type
Article
Keywords
Career-related support, mentoring, professional development, psychosocial function, teacher empowerment
Journal/Book/Conference Title
Mentoring and Tutoring: Partnership in Learning
Volume
29
Issue
2
First Page
195
Last Page
214
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.
Department
Department of Educational Psychology, Foundations, and Leadership Studies
Original Publication Date
1-1-2021
DOI of published version
10.1080/13611267.2021.1912476
Repository
UNI ScholarWorks, Rod Library, University of Northern Iowa
Language
en
Recommended Citation
Muhayimana, Théophile, "Are You Better Off Now? An Investigation Of Perceived Outcomes Among Teachers Involved In A Mentoring Program" (2021). Faculty Publications. 183.
https://scholarworks.uni.edu/facpub/183
