STRATEGIES FOR MENTORING NEW SECONDARY SCHOOL TEACHERS FOR GREATER PERFORMANCE IN ANAMBRA STATE, NIGERIA

Chinyere Genevive Odimmega, Nonyelum Felicia Udemba, Kingsley K. Obiekwe

Abstract


This study determined the strategies for mentoring secondary school new teachers for greater performance in Anambra State. Two research questions guided the study. Two null hypotheses were tested at .05 level of significance. Descriptive survey research design was adopted for the study. The population consists of 257 principals of public secondary schools and 166 principals of private secondary schools in the State. The stratified random sampling technique was used to select the sample size of 126 Principals (77 principals of public secondary schools and 49 principals of private secondary schools). A structured questionnaire was used for data collection. The questionnaire was validated by two experts in education. To ascertain the internal consistency of the instrument, test re-test reliability was utilized. The tests were analyzed using Pearson product moment correlation to determine the degree of reliability. Reliability index obtained was 0.81. Data were analyzed using mean, standard deviation and t-test. The results showed that the principals rated collaborative curriculum alignment and classroom observation to a high extent in enhancing performance of new business teachers in secondary schools in Anambra State. The study further revealed no significant difference in the mean ratings of principals of public and private secondary schools on the extent collaborative curriculum alignment and classroom observation mentoring strategies enhances new business teachers for greater performance. Based on the findings, it was recommended among others that the state government and educational authorities in the state should always provide high quality professional development programmes for new business teachers in secondary schools in the state. This will enable them acquire competencies and skills necessary for improved performance.

 

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mentoring, mentoring strategies, teachers’ performance

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DOI: http://dx.doi.org/10.46827/ejes.v8i5.3718

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