Mode Recruitment and Perceived Competence Levels of Mentors: The Case of Central Western Zone Colleges of Education in Ghana
Abstract
The study examined the mode of recruitment and the perceived competence levels of mentors of student-teachers of colleges of education in the Central-Western Zone of Ghana. The cross-sectional and the descriptive survey designs were blended to address the objectives along with the mixed method strategy. Questionnaire and interview guide were used to collect data from 1223 respondents for the analysis. Frequencies, percentages and Wilcoxon rank sum test were used for the quantitative analysis while the qualitative analysis was done by thematic content analysis. The findings established that the major requirements for mentors were at least three years of service, professional qualification in teaching and mandatory training. The mode of recruitment of mentors was less formal, mentors’ appointments were mainly verbal from the head teachers of the schools of attachment and majority of the mentors had no certification in mentoring. Also, mentors perceived themselves as competent and their views were supported by their mentees and head teacher though the colleges representatives held a divergent view. It was recommended that the colleges need to invest into mentor training and certify mentors after training, give formal appointment to mentors and move for the introduction of mentoring as full course for the student teachers.
References
Asuo-Baffour, H., Daayeng, A., & Agyemang, O. (2019). Mentorship in teacher education: Challenges and support provided. European Journal of Education Studies, 6(1), 257-280.
ATA (2010). Mentoring beginning teachers: Programme handbook. Alberta Teachers Association, Alberta. Retrieved from http://ncee.org/wp-content/uploads/ 2017/01/ Alb-non-AV-18-ATA
Azure, J. (2016). Students' perspective of effective supervision of graduateprogramme in Ghana. American Journal of Educational Research, 4(2), 163-169.
Bukari, M., & Kuyini, A. (2015). Exploring the role of mentoring in the quality of teacher training in Ghana. International Journal of Learning & Development, 5(1), 46-66.
Ehrich, L., Hansford, B., & Ehrich, J. F. (2011). Mentoring across the professions: Some issues and challenges. University of Wollongong. Retrieved from https://core. ac.uk/ download/pdf/36995741.pdf
Esia-Donkoh, K., Amihere, A. K., & Addison, A. K. (2015). Assessment of student internship programme by 2013/2014 final year students of the department of basic education, University of Education, Winneba, Ghana. Humanities and Social Sciences Letters, 3(2), 105-120.
Galamay-Cachola, S., Aduca, C. M., & Calauagan, F. (2018). Mentoringexperiences, issues, and concerns in the student-teaching programme: towards a proposed mentoring programme in teacher education. IAFOR Journal of Education, 6(3), 7-24.
Gökçe, E., & Demirhan, C. (2005). Opinions of the teacher candidates andpractice teachers working in elementary schools on the teaching practice activities. Ankara University Journal of Educational Sciences, 38(1), 43-71.
Izadinia, M. (2015). A closer look at the role of mentor teachers in shaping preservice teachers' professional identity. Teaching and teacher education., 5(2), 1-10.
Jaspers, W. M., Meijer, P. C., Prins, F., & Wubbels, T. (2014). Mentor teachers: Their perceived possibilities and challenges as mentor and teacher. Teaching and Teacher Education, 44, 106-116.
Kahneman, D. (2011): Thinking, fast and slow. Statistical Papers,55(1),10-19
Majoni, C., & Nyaruwata, L. T. (2015). Challenges in achieving effectivementoring during teaching practice in teacher education institutions. International Journal of Development Research, 5(3), 3698-3701.
Manchester Metropolitan University (2018). Human resources organisational development training and diversity: Mentoring guidelines. Retrieved from https://www.Mmu.ac.uk/ media/mmuacuk/content/documents/human-resources/a-z/guidance-procedures-and handbooks/ Mentoring_ Guidlines.
Ngara, R., & Ngwarai, R. (2012). Mentor and mentee conceptions on mentor roles and qualities: A case study of Masvingo teacher training colleges. International Journal of Social Science and Education,2, 461–473.
Paulhus, D. L., Harms, P. D., Bruce, M. N., & Lysy, D. C. (2003). The over claiming technique: Measuring self-enhancement independent of ability. Journal of Personality and Social Psychology, 84(4), 890.
Plieninger, H., & Meiser, T. (2014). Validity of multiprocess IRT models for separating content and responsestyles. Educational and Psychological Measurement, 74(5), 875-899.
Rogers, J. (2007). Adult’s learning. McGraw-Hill Education (UK).
Thornton, K. (2014). Mentors as educational leaders and change agents. International Journal of Mentoring and Coaching in Education. 3(1),18-31.
Wetzel, E., Böhnke, J. R., & Brown, A. (2016). Response biases. Scale. Tribology letters, 39(3), 329-348.
Wilson, A. M. (2014). Mentoring student nurses and the educational use of self: A hermeneutic phenomenological study. Nurse Education Today, 34(3), 313-318.
Yüksel, I. (2019). ELT Preservice teachers' conceptualization of teaching practice: A metaphor analysis of the dynamics of teaching practice. International Journal of Higher Education, 8(4), 254-265.