Effects of Teacher Mentoring on the Classroom Practices of Lower Grade Primary School Teachers in Kwale County, Kenya

Autor/inn/en	Muraya, Daniel Ngaru; Wairimu, Esther Nyaguthii
Titel	Effects of Teacher Mentoring on the Classroom Practices of Lower Grade Primary School Teachers in Kwale County, Kenya
Quelle	In: Educational Research and Reviews, 15 (2020) 8, S.473-486 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1990-3839
Schlagwörter	Mentors; Classroom Techniques; Elementary School Teachers; Teacher Effectiveness; Instructional Improvement; Public Schools; Professional Development; Foreign Countries; Rural Schools; Experienced Teachers; Learner Engagement; Children; Teacher Collaboration; Grade 1; Grade 2; Grade 3; Kenya + Suchen Sie Ihr Suchwort? Klassenführung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Unterrichtsqualität; Public school; Öffentliche Schule; Ausland; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Child; Kind; Kinder; Lehrerkooperation; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Kenia
Abstract	Teacher classroom practices have been identified as the key contributing factor to the low learning outcomes of primary school grades in Kenya. Teacher mentoring has the potential to improve classroom practices and this study sought to determine its effects on the classroom practices of primary school teachers in Kwale County, Kenya. Using One Group Repeated Measures Quasi-Experimental Design, one cohort of 40 teachers in 22 public primary schools was mentored for 20 months, from May 2016 to October 2018. A classroom observation tool was used in data collection during this period. The tool achieved a Cronbach's Alpha reliability coefficient of 0.84, 0.81 and 0.79 in 2016, 2017 and 2018 respectively. Data was analysed using Repeated Measures ANOVA and teacher mentoring had a statistically significant effect on mean classroom practice score at F=6.282, df=2, p=0.003. Significant mean differences were located between 2016 and 2017 in favour of 2017, and between 2016 and 2018 in favour of 2018. There was no significant mean difference between 2017 and 2018. In conclusion, teacher mentoring is effective in improving teacher classroom practices and should be integrated into the formal school programme in Kenya. (As Provided).
Anmerkungen	Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/journal/ERR
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01