Forms of Mentoring Programs in Developing Teaching Competencies of Novice Secondary School Teachers: A Case of Mbeya Region, Tanzania

Abstract

This study sought to investigate on effectiveness of mentoring processes in developing Secondary School teachers’ competencies in Mbeya Region, Tanzania. The study utilized the cross-sectional research design with both the qualitative and quantitative approaches. The study used a sample of 110 novice and experienced teachers who were selected using various approached. A questionnaire and interview schedule were used as sources of data collection form novice teachers and experienced ones, respectively. Quantitative data from questionnaire was analysed descriptively while qualitative data from the interview guide was analysed through content analysis. The study established that mentoring process resulted into developing teaching competencies among novice teachers in Mbeya region where different forms of mentoring processed were practiced to benefit novice teachers towards enriching the teaching and learning process. Additionally, mentoring programs are a positive initiative towards developing novice teachers’ competence in secondary schools while mentoring programs helped novice teachers acquire problem solving skills and empowerment that filled the gap created by limited practices and experiences not covered during college training. The study recommended that mentors need to develop a greater understanding on mentees’ strengths and weaknesses for the mentorship to take place effectively.