Assessment of Mentoring and Teacher Effectiveness in Government-aided Secondary Schools in the Acholi Sub Region in Uganda

This article outlines a research that looked at the link between mentoring and teacher effectiveness in Uganda’s Acholi sub-government-aided region’s secondary schools. The study employed a descriptive, cross-sectional survey technique to look at teachers at government-aided secondary schools in the Acholi sub-region. It was observed that assisting instructors helped them develop confidence, enhance their teaching, and increase their efficacy and efficiency in guiding students’ achievements. It was shown that aiding teachers at government-aided secondary schools in enhancing their efficacy boosts instructors’ confidence in the classroom and improves students’ learning. At this approach, mentoring assists instructors in government-aided secondary schools in improving their teaching methods. As a consequence, the study suggests that mentors support instructors in integrating social interactions and instructional strategies, as well as giving feedback and clarity in the classroom, all of which have direct quantifiable benefits on student learning outcomes.

Author(s) Details:

John Bismarck Okumu,
Gulu University, Faculty of Education and Humanities, Gulu, Uganda.

Tom Henry Ogwang,
Faculty of Education and Humanities, Gulu University, Gulu, Uganda.

Wycliffe Scott Wafula,
School of Education and External Studies, Makerere University, Uganda.

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