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MENTORING
AND CAREER PROGRESSION OF TEACHERS IN PRIVATE PRIMARY SCHOOLS
ABSTRACT
The study
investigated the relationship between mentoring and career progression of
teachers in Lagos State Education District V1. Four research questions and four
hypotheses were formulated and tested in the study. The study adopted the
descriptive survey research design. The sample was made up of 250 teachers in
Education District V1 of Lagos State randomly selected from Government approved
private primary schools in the 5 Local Government Areas in the District. A
researcher constructed questionnaire titled “Mentoring and Career Progression
of Teachers”(MCPT) Descriptive questionnaire was used for data collection. The demographic information of the
participants was presented using simple percentages while independent T-test,
Pearson Product Moment Correlation Co-efficient were used to test the
hypotheses at 0.05 level of significance. The study found a significant
relationship between mentoring and teachers’ job commitment; teachers’ job
satisfaction; teachers’ job performance and teachers’ preparation for
administrative duties. The study recommended, among other things, that school
proprietors, principals, heads of schools and teachers also should be exposed
to the rudiments of mentoring so that they become familiar with the concept and
also mentoring of newly- recruited teachers is necessary for enhancement of
teacher’s performance and productivity.
CHAPTER ONE
INTRODUCTION
Background
to the Study
Education is
a form of learning in which the knowledge, skills, and habits of a group of
people are transferred from one generation to the next through teaching,
training, or research. Education frequently takes place under the guidance of
others, but may also be autodidactic. Any experience that has a formative
effect on the way one thinks, feels, or acts may be considered educational.
Education is commonly divided into stages such as preschool, primary school,
secondary school and then college, university or apprenticeship.
It is also
the wealth of knowledge acquired by an individual after studying particular
subject matters or experiencing life lessons that provide an understanding of
something. Education requires instruction of some sort from an individual or
composed literature. The most common forms of education resultfrom years of
schooling that incorporates studies of a variety of subjects. (Wikipedia online
encyclopedia (2012).
Education
began in the earliest prehistory, as adults trained the young of their society
in the knowledge and skills they would need to master and eventually pass on.
In pre-literate societies this was achieved orally and through imitation.
Story-telling continued from one generation to the next. As cultures began to
extend their knowledge beyond skills that could be readily learned through
imitation, formal education developed.
Long before the Europeans arrived, education
had been part of Nigerians. Children were taught about their culture, social
activities, survival skills and work. Most of these education processes were
impacted into the children informally; a few of these societies gave a more
formal teaching of the society and culture. In these Societies, there are
formal instructions that governed the rites of passage from youth into
adulthood. The youth is expected to have attained the necessary social and
survival skills as well as having a grounded knowledge in the culture. These
are the foundations of education in Nigeria, and upon them were the western
education implemented upon.
There were
three fundamentally distinct education systems in Nigeria in 1990: the indigenous
system, Quranic schools, and formal European-style education institutions. In
the rural areas where the majority lived, children learned the skills of
farming and other work, as well as the duties of adulthood, from participation
in the community. This process was often supplemented by age-based schools in
which groups of young boys were instructed in community responsibilities by
mature men. Apprentice systems were widespread throughout all occupations; the
trainee provided service to the teacher over a period of years and eventually
struck out on his own. Truck driving, building trades, and all indigenous
crafts and services from leather work to medicine were passed down in families
and acquired through apprenticeship training as well.
Over the
centuries, in the practice of education there have been those responsible for
passing information, skills and cultures to the next generation. These were
custodians of knowledge charged with the job of educating next generation. They
are and have always been referred to as teachers. Teachers are indispensable
within the teaching – learning process. Hence, they constitute a major input in
the accomplishment of educational goals and objectives in all nations.
Teaching
involves the use of wide body of knowledge about the subject being taught.
Teachers at all levels of the educational system are very important in the
overall development of any nation. Teachers’ education is the process which
nurtures prospective teachers and updates qualified teachers’ knowledge and skills
in the form of continuous professional development.
Mentoring
teachers is a practice that is viewed as a favorable strategy for preparing
novice teachers for their new roles in education. Pairing a veteran teacher
with one just beginning a teaching career will reap benefits for the new
teacher (Marge 1999). Additionally, mentoring represents a career opportunity
for teachers with years of professional experience behind them.
For the new
teacher, having a mentor means removing fear of the unknown from the teaching
equation. It can be an abrupt and frightening event to go fresh into the
classroom as a brand new teacher, just certified, without the benefit of
compassionate assistance from a more experienced fellow teacher. In addition to
helping new teachers get over the hump of their early days in the profession,
mentoring has the potential of being a vehicle for best-teaching practices.
Different
scholars have made attempts to develop various definitions of the term
“Mentoring”. This could be as a result of the prevalence of mentoring in
various settings and the wide range of issues which mentors address. Mentoring
is an old concept but its value has only been acknowledged in the last 20
years.
The use of
the word mentoring dates back to the days of the Homeric legend of the Trojan
war. When Odysses, King of Ithaca left
to go and make war on the Trojans. He left his son Telemachus and his wife
Penelope in the hands of mentor, friend and retainer. To a major degree, the
mentor was responsible not only for the boys education but for shaping his
character, the wisdom of his decisions and the clarity and steadfastness of his
purpose.
Some scholars
have described mentoring as a concept of process(Roberts, 2000). Others
describe it as a specific set of activities(Bowman and Bowman 1990). Mentoring
is a term generally used to describe a relationship between a less experienced
individual called mentee or protégé and a more experienced individual known as
a mentor. Traditionally, mentoring is viewed as a dyadic, face to face long
term relationship between a supervising adult and a novice student that fosters
the mentee’s professional academic or personal development( Donaldson,
Ensher& Grant- Vallone 2000).
All of these
definitions show that mentoring is more than just answering occasional
questions or providing ad-hoc help. It is an ongoing relationship of learning,
dialogue and challenge. It involves informal transmission of knowledge, social
capital and psychological support perceived by the recipient as relevant to
work, career or professional development. It usually should be face to face and
during a sustained period of time between a person who is perceived to have
greater relevant knowledge wisdom or experience (the mentor) and a person who
is perceived to have less.
A mentor is
usually an experienced, knowledgeable, respected, competent and professionally
mature person who guides and provides opportunities for the professional growth
of protégés by identifying situations and events which contribute knowledge,
experience and values to the life of the protégée. Mentors should possess good
interpersonal skills, be conversant with relevant principles, be able to
empathize with the circumstances of the mentee and capable of initiating and
fostering learning beyond transmission to incorporate transactional and
transformational process (Carter& Francis, 2000).
Career
progression is seen to be a lifelong process of managing learning, work,
leisure and transition in order to move towards a personally determined and
evolving preferred future (Wikipedia,2014). It has also been defined as the
upward movement or advancement made by people in a particular job.
There is a
link or relationship between a teacher’s ability to progress in the teaching
career and rise to the top and the availability of a mentor. Bandra (1976) is
of the opinion that learning would be laborious if not hazardous , if people
had to rely solely on the effect of their own actions to inform them on what to
do.
A lot of
researches have been done to examine the benefits of mentoring for protégés. It
has been discovered that mentoring is related to important careers outcomes
such as career progress, promotion rate and job satisfaction. It is against
this background that this study examines the role of mentoring in career
progression of teachers in Lagos State.
Statement of
the problem
It has been
observed that there seem to be little or no mentoring activity happening in
schools especially in private schools, inspite of the important role ascribed
to mentoring relationships as regards individual career development in many
organizations. In the education sector, guiding younger teachers, toward skills
has become more important than ever before. It is therefore pertinent to delve
into the educational sector especially the private schools to discover if any
mentoring takes place, if there is any system in place to enable a teacher rise
in the course of the years and how the availability or unavailability of a
mentoring process has affected the teacher’s career life. It is as a result of
these that the researcher has embarked on the study.
Objectives
of the Study
This study
examines the relationship between mentoring and career progression among
teachers in private primary schools in Education district V1 of Lagos State, in
a bid to ascertain if any mentoring occurs in private primary schools in lagos
and how this affects a teacher to progress in career. Specifically it:
1. examines the relationship
between mentoring and job commitment of teachers
2. analyses the influence of
mentoring on teacher’s job satisfaction.
3. examines the relationship
between mentoring and teacher’s job performance.
4. finds out if mentoring has any
relationship with teachers preparation for responsibilities.
Research
Questions
The study
provides answers to the following questions:
1. What is the relationship between
mentoring and job commitment of teachers?
2. How does mentoring influence
teacher’s job satisfaction?
3. To what extent does mentoring relate
to job performance of teachers?
4. How does mentoring relate to
teachers preparation for administrative responsibilities?
Research
Hypotheses
The study is
guided by the following hypotheses:
1. There is no significant
relationship between the practice of mentoring relationship and the job
commitment of teachers.
2. There is no significant
relationship between teachers job satisfaction and the process of mentoring
they pass through.
3. There is no significant
relationship between mentoring and teacher’s job performance.
4. Mentoring does not have
significant relationship with teachers preparation for administrative
responsibilities.
Significance
of the Study
The study is
significant because its results would provide insight to various stakeholders
of the fact that:
There is no
planned system of career progression in most private schools in Lagos and it is
not uncommon to find teachers stay at the same level in their career lifes in
private schools for a good number of years. Career progress is usually
determined by a teacher’s ability to attend seminars, take courses, attain
degrees paid for from personal funds and this ought not be.
The problem
of lack of mentoring can be directly traced to the fact that most school heads
and leaders were never mentored and therefore do not have what it takes to
mentor another. Its also important to note that a teacher’s ability to rise in
career has direct bearing on attitude to work, job performance, job
satisfaction and commitment.
Mentoring is
important and heads and leaders of schools ought to create a system of
mentoring for teachers to improve job performance, satisfaction, commitment and
overall help them progress in the course of career life.
Operational
Definition of Terms
The
following terms have been defined operationally as follow:
1. Mentoring: For the purpose of
this study mentoring is referred to as the process of supporting and
encouraging people to manage their own learning in order that they may maximize
their potential, develop their skills, improve their performance and become the
person they want to be.
2. Mentor: This is a guide who can help the mentee to
find the right direction and who can help them to develop solutions to career
issues and show how to develop and move to the next level in career. A mentor
is a person or friend who guides a less experienced person by building trust
and modeling positive behaviour.
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