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Mentoring in the Colleges of Education in Ghana: Challenges and The Way Forward

Author

Listed:
  • James Hinson

    (Science Department, Holy Child College of Education, Ghana)

  • Collins Oppong Arthur

    (Science Department, Holy Child College of Education, Ghana)

  • Habib Bipembi

    (Mathematics & ICT Department, Holy Child College of Education, Ghana)

Abstract

This study sought to examine the experiences of mentors in enriching teacher trainees (mentees) with basic competences needed in teaching. Teacher trainees are perceived as not developing the requisite professional skills and attitudes while at college. Mentoring aims at consolidating the theoretical approaches to education with relevant practical hands-on activities that is intended to equip the teacher trainees with the needed competences and skills. Effective mentoring is deemed to impact positively at helping teacher trainees in developing their professional competences required in teaching. The study employed the descriptive survey design using the sequential mixed method approach. A questionnaire and cluster-based discussion interviews were employed to collect data on teachers who have been involved in mentoring teacher trainees in the partner schools. Purposive sampling was used in selecting all the 295 teachers involved in mentoring drawn from three mentoring clusters namely Cape Coast, Kissi-Abrobeano and Daboasi-Takoradi in the Western and Central regions of Ghana. Fifteen (15) mentors were engaged in Cluster-Based Discussion Interviews (CBDI) and Subject Teacher Based Interview (STBI) using a prepared interview guide to obtain information that validates the data obtained with the questionnaires. The study concluded that there were no proper selection criteria put in place by Basic School heads to select competent mentors for the mentoring programme. The training regime put in place by the Colleges of Education to train mentors before taking up mentoring responsibilities did not make the desired impact since it fails to equip mentors with skills, attitudes and competencies needed for mentoring. Mentors were not adequately motivated and rewarded and this had resulted in mentor fatigue and apathy since the job of mentoring is a daunting one. The study recommends that head teachers put in place proper selection criteria to select teachers with adequate professional experiences to be involved in mentoring teacher trainees. Again, the selected mentors should be engaged in regular training workshops and in-service training in order to become accustomed with modern innovative approaches to mentoring.

Suggested Citation

  • James Hinson & Collins Oppong Arthur & Habib Bipembi, 2022. "Mentoring in the Colleges of Education in Ghana: Challenges and The Way Forward," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 6(10), pages 665-672, October.
    • Handle: RePEc:bcp:journl:v:6:y:2022:i:10:p:665-672
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    References listed on IDEAS

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    1. Abbott, Pamela & Sapsford, Roger & Rwirahira, John, 2015. "Rwanda's potential to achieve the millennium development goals for education," International Journal of Educational Development, Elsevier, vol. 40(C), pages 117-125.
    2. Christine Adu-Yeboah & Christopher Yaw Kwaah, 2018. "Preparing Teacher Trainees for Field Experience: Lessons From the On-Campus Practical Experience in Colleges of Education in Ghana," SAGE Open, , vol. 8(4), pages 21582440188, October.
    3. Maxwell C.C. Musingafi & Racheal Mafumbate, 2014. "Challenges and Prospects for School Based Mentoring in the Professional Development of Student Teachers in Zimbabwe: Academics, Mentees and Mentors Perceptions," Asian Journal of Economics and Empirical Research, Asian Online Journal Publishing Group, vol. 1(2), pages 32-39.
    4. Aidan Mulkeen, 2010. "Teachers in Anglophone Africa : Issues in Teacher Supply, Training, and Management," World Bank Publications - Books, The World Bank Group, number 13545, December.
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