%0 Journal Article
%T Mentoring and Teacher Effectiveness in Government-Aided Secondary Schools in the Acholi Sub Region in Uganda
%A John Bismarck Okumu
%A Tom Henry Ogwang
%A Wycliffe Scott Wafula
%J Creative Education
%P 2700-2714
%@ 2151-4771
%D 2021
%I Scientific Research Publishing
%R 10.4236/ce.2021.1211200
%X This paper reports on a study which was conducted to investigate the relationship between mentoring and teacher effectiveness in Government-aided secondary schools in the Acholi sub-region in Uganda. The study used a descriptive, cross-sectional survey design focusing on teachers in government-aided secondary schools in the Acholi sub-region. It found that the assistance given to teachers helps build their confidence, improve their teaching, and help teachers to improve their effectiveness and efficiency in guiding learners¡¯ achievements. It concluded that helping teachers to improve their effectiveness in government-aided secondary schools builds teachers¡¯ confidence in teaching and students¡¯ learning. In this way, mentoring helps strengthen teachers¡¯ classroom practices in Government aided secondary schools. Thus, the study recommended that mentoring guidance should focus on helping teachers employ social interactions and instructional practices; feedback and clarity in teaching that have direct measurable impacts on student learning achievements.
%K Mentoring
%K Mentors
%K Mentees
%K Teacher Effectiveness
%K Government-Aided Secondary School
%U http://www.scirp.org/journal/PaperInformation.aspx?PaperID=113589