Towards Inclusive Quality Education: How School-Based In-Service Teacher Mentorship and Support are Transforming Classroom Instructional Practices in Kenya

Teachers play a critical role in the provision of quality education. Yet, many teachers across Sub-Saharan Africa exhibit low competence to offer quality education. However, teacher professional development can enhance teacher competence. Unfortunately, existing professional development programmes are not adequately enhancing teacher pedagogical skills, enabling quality teaching. This paper provides insights into how an innovative school-based in-service teacher mentorship and support (SITMS) can transform teacher competence, resulting in effective classroom instructional practices and quality learning outcomes. The study was conducted across 35 primary schools in Kenya. Purposive sampling was used to select 105 teachers from 35 primary schools. A mixed research design was employed, utilizing both quantitative and qualitative techniques. Self-administered questionnaire, interview schedule, and FGD guide were used for data collection. The study revealed that school-based teacher mentorship and support caused a significant improvement in teacher pedagogical competence in inclusive instructional practices, collaborative teaching integration of ICT in teaching and learning, and life skills. Based on these findings, it is recommended that education stakeholders and policymakers scale up and institutionalize school-based mentorship and support models to enhance teacher competence across schools. Embedding transformative teacher professional development frameworks within the education system will not only strengthen pedagogical competence but also ensure sustainability, inclusivity, and improved learning outcomes for diverse student populations.

Teacher professional development, teacher competences, mentorship

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