Challenges of Implementing Mentoring New Teachers in Government Secondary Schools of Addis Ababa
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Date
2011-05
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Addis Ababa University
Abstract
To bring about a desired quality standard in education it is necessary to address
all the factors that contribute in every aspect. Such factors could be categorized
in to inputs, processes and out puts of human e lements. And from among the
human elements teachers occupy the Icey role. They are the professionals
responsible in shaping the youth in words as well as in deeds. But the teachers
themselves should pass through a training system and continue to develop their
pedagogical skill, knowledge and attitude as far as they remain in the profession
and if quality of education is to be attained (MoE, 1994). That was what
necessities a program of "Continuous Professional Development" (CPD). Induction
(mentoring new teachers), is the basic part of the Continuous Professional
Development and a focus point of this paper. Therefore the main purpase af this
study was to investigate the implementatian practice and challenges af mentaring new
teachers in gavemment secandary schaals af Addis Ababa. The study emplayed
descriptive survey methad. The issues discussed cover perceptian af respandents
tawards mentoring, benefits af mentaring as rated by teachers, mentor-mentee
relatianship, p lanning, current implementatian practices af mentaring at schaals and
ehol/R"'}PS of n1f'ntnring nmetieRs. RRgording thR population si7.R, three sub-cities, nine
schaals and ane hundred seventy five participants (educatianal afficials, mentars and
mentees) were selected using simple randam sampling techniques. As to. dada gathering
taals questionnaire (with five paint Likert scale) and guided interview were preferred to.
gather data from respondents. Besides document analysis was employed. The data
was analyzed using statistical taals like frequency caunt, mean, and percentage.
Mareover, a ane way ANOVA was emplayed to see the degree af p erception difference
between principals, mentars and mentees. The result shawed that majarity af them (75
%) were nat ariented abaut mentoring, thus their perceptian taward menta ring pragram
was low. As to current practice, thaugh principals' and mentors' reply rated high, the
percentage value of men tee's reply indicated as law.
The study also shawed there was perceptian difference between mentors and mentees
an the benefits afthe program. As it was shawn in the study the mean value afmentees'
respanse was less. Hence, it is cancluded that the mentees' perceptian taward mentaring
was in law canditian. In arder to. get better contribution af the program, educatianal
leaders at variaus levels and schaals shauld pay due attentian to. build their staff with
the knawledge and skill af professianalism through effective mentaring program. Further
suggestians were fo rwarded by respandents an the conclusian and recommendatian
parts.
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Keywords
Challenges of Implementing, Mentoring New Teachers