Assessing the Impact of Mentoring Experiences on Mentee Job Performance of Early-Career Administrators at the University of Cape Coast: The Role of Mentee Commitment

Abstract

This study examines the impact of mentoring experiences on the mentee job performance of early-career university administrators at the University of Cape Coast (UCC). It emphasizes mentee commitment as a moderating variable. The study used a quantitative research design with a well-structured questionnaire distributed to 130 junior and assistant registrars at UCC. Data were collected, using Google Forms and paper questionnaire to achieve a response rate of 63.1%. The relationships among mentoring experiences, mentee commitment and job performance were examined, using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results indicate that mentoring experiences favorably affect job performance, when mentee commitment serves as a strong moderator. Mentoring experience as a single variable did not directly affect job performance. This underscores the critical importance of mentee commitment in augmenting mentoring efficacy and strengthening job performance outcomes at UCC. The findings indicate that UCC and Institutions of Higher Education need the combination of formal and informal mentoring frameworks that promote mentee commitment. This move will augment the performance and development of early-career administrators, resulting in more effective leadership and enhanced institutional outcomes.

Keywords: Mentoring experience, mentee commitment, mentee job performance, higher education institutions

DOI: 10.7176/EJBM/18-10-02

Publication date: October 30^th 2026