RUAHA CATHOLIC UNIVERSITY

This study explored the manner in which the beginning teachers were mentored to enhance pedagogical skills in government secondary schools in Sumbawanga Municipality and Nkasi District Council, Rukwa Region. Under the qualitative research approach used, the study employed an exploratory single case study design. Data were collected through openended questionnaires from experienced teachers and semi-structured interviews with beginning teachers, Heads of Secondary Schools, Heads of Departments, and District Secondary Education Officers, and data were thematically analysed. The findings of the study show that mentoring practices were done through one-to-one mentoring, peer mentoring, and team mentoring where beginning teachers were attached directly to experienced teachers, and get support from experienced teachers across the departments and within themselves inside and outside schools. Furthermore, the pedagogical skills gained due to mentorship include the subject matter masteries, teaching and learning materials’ preparations, teaching and learning methods’ application, and students’ assessment and feedback given. The study recommends that the Ministry of Education, Science and Technology should institutionalise mentoring in schools and provide circulars and guidelines to enforce its implementation in schools effectively.

Beginning Teachers, Mentoring, Pedagogical Skills