Assessing Teachers’ Collaborative Practices in School Setting: Insights from Teacher Mentoring Cycle Programme in Plateau State Nigeria

This study explores the experiences and views of teachers participating in a mentoring program in Nigerian public primary school settings. The research investigated the benefits and challenges of mentoring, as well as the role of school leadership in supporting teacher development. The population consisted of 48 teachers out of which 8 were randomly selected for the study. Qualitative research design was used for the study, Data was collected through semi-structured interviews and focus group discussions respondents. The study found that improved teaching practices, increased confidence, and enhanced professional development were some of the benefits of the mentoring cycle.. However, the study revealed that finding time to meet with mentors and lack of support from school leadership are some of the major challenges faced by teachers. The critical role of school leadership in supporting teacher development and mentoring programs was emphasized, with teachers stressing the importance of adequate support and resources. The study recommends among others that schools and policymakers develop structured mentoring programs, provide adequate support and resources, and foster a supportive school culture.