An Exploration of Issues That Affect Mentoring and Teacher Effectiveness in Government Aided Secondary Schools in the Acholi Sub-Region

Abstract

This paper investigates the challenges faced in mentoring and its implications for teacher effectiveness in Government-aided secondary schools in the Acholi sub-region in Uganda. The study used a descriptive, cross sectional research design within a focus on government aided secondary schools in the Acholi sub-region. It was found that mentoring faces challenges such as limited time, teachers’ negative attitudes, lack of motivation and poor relationship between teachers and administrators, which leads teachers to distance themselves from mentors and avoid mentoring sessions, thus impacting on teacher effectiveness. The study recommends that education stakeholders should emphasize mentoring to enhance quality education at all levels in Government-aided secondary schools. Government should institutionalize the mentoring process to change teachers mind set on mentoring and improve quality mentoring training.