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

Authors

  • Chinyere Genevive Odimmega Holy Rosary Girls’ College Nsugbe, Anambra State, Nigeria
  • Nonyelum Felicia Udemba Community High School Umunze, Anambra State, Nigeria
  • Kingsley K. Obiekwe Department of Educational Management and Policy, Faculty of Education, Nnamdi Azikiwe University, Awka, Anambra State, Nigeria

DOI:

https://doi.org/10.46827/ejes.v8i5.3718

Keywords:

mentoring, mentoring strategies, teachers’ performance

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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Author Biographies

  • Chinyere Genevive Odimmega, Holy Rosary Girls’ College Nsugbe, Anambra State, Nigeria
    Dr. Chinyere Odimmega, is a teacher at Holy Rosary Girls' College Nsugbe and also a part time lecturer at Nwafor Orizu College of Education Nsugbe, Anambra State, Nigeria. She holds PhD in Business Education (Accounting). She has authored many research papers published both internationally and locally.
  • Nonyelum Felicia Udemba, Community High School Umunze, Anambra State, Nigeria
    Dr. Nonyelum Udemba, holds a PhD in Business Education (Commerce and cooperative). She is a principal at Community High School, Umunze, Anambra State, Nigeria. Shes is a notable scholar and has published in many reputable journals.
  • Kingsley K. Obiekwe, Department of Educational Management and Policy, Faculty of Education, Nnamdi Azikiwe University, Awka, Anambra State, Nigeria
    Obiekwe, Kingsley Kenechukwu is a Doctor of Educational Management and a lecturer in the Department of Educational Management and Policy, Nnamdi Azikiwe University, Awka, Anambra State. He is an educational research consultant and a memeber of Nigerian Association for Educational Administration and Planning (NAEAP). He has written many scholarly journals and academic papers published within and outside the country. Areas of interest include: Educational Management, Educational Planning, Educational Policy and Leadership and Educational Management Information System.

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Published

2021-05-01

Issue

Vol. 8 No. 5 (2021)

Section

Articles

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