Measuring The Effectiveness Of Revert Education Classes: Teacher Skills And The Effect Of Mentor Programs

Abstract

Mentoring programs have long been a concern among academics and industry as programs for professional development and excellent personal formation. The mentor is acting as chancellor, counselor, coach to every mentee. In empowering the religious education of new brothers, mentoring programmes are essential to be implemented to enable a new student to get the advice and assistance needed. The objective of this study was to measure the effectiveness of new sibling education classes through mentor-mentee programmes implemented by new brother mentors. Next study the psychosocial function of the mentor in providing chancellory support and motivation to the mentee. The study used quantitative research design and obtained data with purposeful sampling. This method of exploring factors is made through double linear regression. The data required for this study was collected from the State Islamic Religious Council (SIRC) in Kuala Lumpur, Malaysia. Surveys are conducted with questionnaires at the class session using survey design samples. The planned questionnaire was distributed throughout the target population of 244 respondents through self-management. The data were analyzed using Partial Least Squares-Structural Equation Modeling (PLS-SEM) through a survey instrument with a five-point Likert preferred question, with an analysis of the PLS two-step sequence. The results of the study found that teacher skills, mentor motivational approach and student satisfaction had a positive relationship and a sustainable mentoring atmosphere in the knowledge and learning of participants among the new sibling class. The study also found that the mentor’s motivational approach was a significant factor between teacher skills and student satisfaction in the classroom.