Mentoring and Teacher Effectiveness in Government-Aided Secondary Schools in the Acholi Sub Region in Uganda

Abstract

This paper reports on a study which was conducted to investigate the relationship between mentoring and teacher effectiveness in Government-aided secondary schools in the Acholi sub-region in Uganda. The study used a descriptive, cross-sectional survey design focusing on teachers in government-aided secondary schools in the Acholi sub-region. It found that the assistance given to teachers helps build their confidence, improve their teaching, and help teachers to improve their effectiveness and efficiency in guiding learners’ achievements. It concluded that helping teachers to improve their effectiveness in government-aided secondary schools builds teachers’ confidence in teaching and students’ learning. In this way, mentoring helps strengthen teachers’ classroom practices in Government aided secondary schools. Thus, the study recommended that mentoring guidance should focus on helping teachers employ social interactions and instructional practices; feedback and clarity in teaching that have direct measurable impacts on student learning achievements.