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.
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