Challenges and Effectiveness of Mentoring in the Teaching-learning Practices of Eastern and Western Hararghe Zones of Eastern Ethiopia

Abstract

This research explored challenges and effectiveness of mentoring in the teaching-learning practices. Descriptive survey research design was employed with the sample size (n = 330) through stratified random sampling techniques. The findings show that about 75% of mentors and mentees were cumulatively developed a negative attitudes on mentoring processes whereas only about 25% of them were developed positive attitudes. The reason why they developed the negative attitudes on the mentoring processes were because (i) they did not clearly articulate their career needs; (ii) they did not assume responsibility for their own professional development; (iii) they did not set goals particularly mentees for their continuous professional development; (iv) they did not spend time on the achievement goals; and (v) mentees did not ready to receive constructive feedback. Therefore, it was concluded that mentoring processes was a critical failure indictor in Ethiopian New Teachers’ Education systems.

Keywords: Mentoring, Mentee, Mentors, Attitudes, Challenges and Effectiveness

DOI: 10.7176/RHSS/12-7-01

Publication date: April 30^th 2022