The Influence of Mentorship Programmes on Teaching Quality in Iringa Municipality

This study aimed to assess the influence of mentorship programmes on teaching quality in Iringa Municipality, Tanzania. The theory which guided this study is Social Constructivist Theory, primarily developed by Jean Piaget and Lev Vygotsky. The study was guided by a mixed research approach with a convergent research design. Simple random and purposive sampling techniques were adopted to select the participants of the study from four (4) selected public secondary schools in Iringa Municipality. Qualitative data were analyzed thematically, while quantitative data were analyzed by using statistical package for social science (SPSS) 29.0 version. The findings of the study revealed that mentorship programmes influence the teaching quality. Teachers who participated in mentorship activities reported significant improvements in their professional practice. Mentorship was found to enhance lesson planning skills, and contributed to improved teaching effectiveness, particularly by enabling teachers to adopt learner-centered approaches that actively engage students in the learning process. Based on the results obtained in the study, it concluded that mentorship has transformative potential if it is designed and implemented with clear objectives, sufficient resources and accountability mechanisms. Thus, mentorship should be viewed not only as a tool for professional growth but also as a strategic intervention for systemic improvement in teaching quality. Therefore, it is recommended that mentorship will only achieve its full potential if it is backed by strong institutional support, adequate resources and active engagement from all stakeholders. School leaders, policymakers, government authorities and teachers must work collaboratively to strengthen mentorship programmes as a sustainable mechanism for enhancing teaching quality in public secondary schools.

Mentorship programmes, Teaching quality, Influence, Teaching

1. Adams, B. G., Wiium, N., & Abubakar, A. (2019). Developmental Assets and Academic Performance of Adolescents in Ghana, Kenya, and South Africa. Child & Youth Care Forum, 48, 207-222. Retrieved on 26th August 2024 from https://doi.org/10.1007/s10566-019-09499-1. [Google Scholar] [Crossref]

2. Ally, M., & Libent-Mabagala, S. (2022). Mentorship practices and professional development of secondary school teachers in Tanzania. Journal of Education and Practice, 13(4), 78–86. [Google Scholar] [Crossref]

3. Anyanwu, J. & Abe, E.C. (2023). Influence of Mentoring on Teachers Instructional Delivery in Secondary Schools in Obio/Akpor Local Government Area. International Journal of Education, Learning and Development, 11 (3) 12-24 [Google Scholar] [Crossref]

4. Bryman, A. (2016). Social research methods (5th ed.). Oxford University Press. [Google Scholar] [Crossref]

5. Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Sage Publications. [Google Scholar] [Crossref]

6. Csufresno.edu. (2022). Academic Excellence: The Key to Your Future. Retrieved on 29th August 2024 from www.csufresno.edu. [Google Scholar] [Crossref]

7. Fowler, F. J. (2014). Survey research methods (5th ed.). Sage Publications. [Google Scholar] [Crossref]

8. Galabawa, J. C. J. (2011). Educational planning and development in Tanzania: Towards real effectiveness. Dar es Salaam University Press. [Google Scholar] [Crossref]

9. Goldburg, K. R. (2023). The Influence of Mentorship on K-5 General Education Teachers: A Study of Southeastern Schools in Virginia" (2023). Doctor of Philosophy (PhD), Dissertation, Teaching & Learning, Old Dominion University, DOI: 10.25777/tz6v- qj77 https://digitalcommons.odu.edu/teachinglearningetds/80 [Google Scholar] [Crossref]

10. Handrianto, C., Kurniati, H., & Lestari, R. (2022). Teacher mentoring and quality education: A systematic literature review. International Journal of Instruction, 15(1), 45–60. https://doi.org/10.29333/iji.2022.1514a [Google Scholar] [Crossref]

11. Henning, E., Gut, D., & Beam, P., (2015). Designing and implementing a mentoring program to support clinically-based teacher education. The Teacher Educator, 50(2), 145-162. [Google Scholar] [Crossref]

12. Hobson, A. J., Ashby, P., Malderez, A., & Tomlinson, P. D. (2019). Mentoring beginning teachers: What we know and what we don’t. Teaching and Teacher Education, 25(1), 207–216. https://doi.org/10.1016/j.tate.2008.09.001 [Google Scholar] [Crossref]

13. Ingersoll, R. M., & Strong, M. (2011). The impact of induction and mentoring programs for beginning teachers: A critical review of the research. Review of Educational Research, 81(2), 201–233. https://doi.org/10.3102/0034654311403323 [Google Scholar] [Crossref]

14. Jakob, N., Büchel, B., Brunetti, L. & Steffen, Y. (2022). Evaluation results on the school-based in-service teacher training (SITT) by HELVETAS and Tanzania Teachers Union. Dodoma: UB [Google Scholar] [Crossref]

15. Kyaruzi, F. (2023). Relevance of School-Based Mentorship and Support on Mathematics Teachers’ Competences in Tanzania: Stakeholders’ Perspectives. International Journal of Membrane Science and Technology, 10 (2) 2171-2183. [Google Scholar] [Crossref]

16. Lindgren, U. (2019). Mentorship and the development of teaching skills: A comparative study. Scandinavian Journal of Educational Research, 63(1), 56–74. https://doi.org/10.1080/00313831.2017.1336471 [Google Scholar] [Crossref]

17. Lovett, P. (2018). 8 Qualities of a Good Mentor. Retrieved on 29th August 2024 from https://www.the balancecareers.com. [Google Scholar] [Crossref]

18. Maganga, M. M. (2017). The role of mentoring in enhancing teacher performance in Tanzanian public secondary schools: A case study of Njombe region [Master’s dissertation, University of Dar es Salaam]. UDSM Institutional Repository. [Google Scholar] [Crossref]

19. MoEST. (2020). Education sector performance report 2018/2019. Ministry of Education, Science and Technology. [Google Scholar] [Crossref]

20. Morris, R., Gorard, S., Kokotsaki, D., & Abdi, S. (2020). The effectiveness of induction and mentoring programmes for new teachers in reducing teacher attrition: A systematic review. Educational Review, 72(4), 475–499. https://doi.org/10.1080/00131911.2019.1566205 [Google Scholar] [Crossref]

21. Muraya, D.N & Wairimu, E.N. (2020). Effects of teacher mentoring on the classroom practices of lower grade primary school teachers in Kwale County, Kenya. Educational Research and Reviews, 15(8), pp. 473-486. Retrieved on 27th October, 2024 from DOI: 10.5897/ERR2020.3972. [Google Scholar] [Crossref]

22. Mutwiri, L. N. & Chui, M. M. (2024). Influence of Mentorship Programs on Students’ Academic Performance in Public Secondary Schools in Imenti North Sub County, Meru County, Kenya. The International Journal of Humanities & Social Studies, 12(6) 32-39. [Google Scholar] [Crossref]

23. Richardson, B. B. (2024). The Impact of School-Based Mentoring on At-Risk Students of an Urban School District. Liberty University Press. [Google Scholar] [Crossref]

24. Riebenbauer, E., Dreisiebner, G., & Stock, M. (2017). Providing Feedback, Orientation and Opportunities for Reflection as Key Elements for Successful Mentoring Programs: Reviewing a Program for Future Business Education Teachers. Global Education Review, 4(4), 54-69. [Google Scholar] [Crossref]

25. Shields, S., & Murray, M., (2017). Beginning Teachers’ Perceptions of Mentors and Access to Communities of Practice. International Journal of Mentoring and Coaching in Education, 6(4), 317-331. [Google Scholar] [Crossref]

26. Smith, E. (2024). The Association Between Student-Mentor Relationships and College Students’ Motivation and Academic Success. CSB/SJU Distinguished Thesis. 32(3), 34-45. Retrieved on 27th August 2024 from https://digitalcommons.csbsju.edu/urthesis/32 [Google Scholar] [Crossref]

27. Suleiman, H. R. (2023). Examining the effectiveness of teacher mentorship programs in improving student performance in Zanzibar. Zanzibar Journal of Education and Social Sciences, 5(1), 30–42. [Google Scholar] [Crossref]

28. Sumra, S., & Katabaro, J. (2014). Education in Tanzania: Achievements and challenges. Hakielimu. [Google Scholar] [Crossref]

29. Thi, L. S. (2020). University Freshman Mentoring Effectiveness and Scale Enhancement. Asian Journal of University Education, 16(4), 181–189. [Google Scholar] [Crossref]

30. Udom, I. D., Okoedion, E. G., & Okolie, U. (2020). Impact of Mentorship on Students’ Academic Excellence in University of Benin, Benin City. Journal Plus Education, 26 (1), 211-228. Retrieved on 29th August 2024 from https://uar.ro/jou/index.php/jpe/articledownload/1457/1508 . [Google Scholar] [Crossref]

31. United Republic of Tanzania (URT). (2008). The development of education: National report of the United Republic of Tanzania. UNESCO International Conference on Education. [Google Scholar] [Crossref]

• The Impact of Ownership Structure on Dividend Payout Policy of Listed Plantation Companies in Sri Lanka
• Urban Sustainability in North-East India: A Study through the lens of NER-SDG index
• Performance Assessment of Predictive Forecasting Techniques for Enhancing Hospital Supply Chain Efficiency in Healthcare Logistics
• The Fractured Self in Julian Barnes' Postmodern Fiction: Identity Crisis and Deflation in Metroland and the Sense of an Ending
• Impact of Flood on the Employment, Labour Productivity and Migration of Agricultural Labour in North Bihar