The influence of teacher mentorship programs on professional growth in secondary schools in Mubi South LGA, Adamawa State
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- NGN 5000
Background of the study
Teacher mentorship programs have become an essential element in the professional development of educators, particularly in secondary schools where the demands of teaching continue to evolve (Chukwu, 2023). In Mubi South LGA, Adamawa State, such programs are designed to bridge the gap between novice and experienced teachers, fostering a culture of continuous professional improvement. These initiatives not only aim to improve teaching methodologies but also contribute to overall school performance by enhancing instructional quality. Mentorship programs typically involve pairing less experienced teachers with seasoned educators who provide guidance, feedback, and support. Research indicates that effective mentorship can lead to improved classroom management, innovative teaching practices, and enhanced job satisfaction (Jibril, 2024). Nevertheless, challenges such as limited resources, time constraints, and institutional bureaucracy often undermine the full potential of these programs (Abdullahi, 2025). The background of this study is built on the premise that teacher professional growth is closely linked to the quality and structure of mentorship programs. By examining these programs in Mubi South LGA, this research seeks to determine how mentorship influences professional growth and what factors can be adjusted to optimize these benefits. The study also considers the broader impact of teacher development on student learning outcomes and overall school performance, thereby linking individual professional growth with systemic educational improvements.
Statement of the problem
Although teacher mentorship programs are widely implemented in secondary schools, there remains a significant gap in understanding their overall impact on professional growth, particularly in Mubi South LGA, Adamawa State. Many teachers report that while mentorship programs are in place, they are often hampered by insufficient structure, irregular interactions, and lack of measurable outcomes (Chukwu, 2023). As a result, the anticipated improvements in teaching quality and classroom performance are not fully realized. Furthermore, institutional challenges such as limited funding, time constraints, and bureaucratic hurdles further restrict the effectiveness of these programs (Jibril, 2024). Without a clear evaluation of the current mentorship models, it is difficult to identify the specific areas that require improvement or to propose evidence-based strategies for enhancing teacher professional development. This study seeks to address these issues by systematically evaluating the influence of teacher mentorship programs on professional growth and by identifying the factors that impede or promote their success (Abdullahi, 2025).
Objectives of the study
- To evaluate the structure and implementation of teacher mentorship programs in secondary schools in Mubi South LGA.
- To assess the impact of these programs on teachers' professional growth.
- To identify challenges and opportunities for improving teacher mentorship programs.
Research questions
- How are teacher mentorship programs structured and implemented in secondary schools in Mubi South LGA?
- What is the impact of mentorship on teachers' professional growth?
- What challenges hinder the effectiveness of these programs, and how can they be addressed?
Research Hypotheses
- Teacher mentorship programs significantly contribute to professional growth.
- Effective mentorship is positively correlated with improved teaching practices.
- Institutional challenges negatively affect the outcomes of mentorship programs.
Significance of the study
This study is significant as it examines the critical role of teacher mentorship programs in fostering professional growth among educators in secondary schools in Mubi South LGA. The findings will provide valuable insights for educational stakeholders, including school administrators and policymakers, to enhance teacher development initiatives. By addressing challenges and highlighting effective practices, the study aims to contribute to the improvement of teaching quality and overall educational outcomes (Chukwu, 2023; Jibril, 2024).
Scope and limitations of the study
This study is limited to analyzing teacher mentorship programs and their influence on professional growth among secondary school teachers in Mubi South LGA, Adamawa State. It does not extend to other professional development programs or educational levels.
Definitions of terms
- Teacher Mentorship Programs: Structured initiatives where experienced teachers provide guidance and support to less experienced colleagues.
- Professional Growth: The development of skills, knowledge, and abilities in the teaching profession.
- Secondary Schools: Educational institutions providing education to adolescent students.
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