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Assessing the Level of Pedagogical Mentoring Activities among Early Childhood and Primary School Teachers in Plateau State

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  • Duguryil, Zipporah Pewat

    (Tetfund Centre of Excellence in Innovative teaching and learning Federal College of Education Pankshin)

  • Katniyon, Henry David

    (Tetfund Centre of Excellence in Innovative teaching and learning Federal College of Education Pankshin)

Abstract

This study assessed the level of pedagogical mentoring activities among early childhood care and education (ECCE) and primary school teachers in Plateau State, Nigeria. Using a survey design, data was collected from 100 primary and ECCE teachers across the three senatorial zones through a five-point Likert scale titled “Teacher Mentoring Assessment Questionnaire (TMAQ)†. The findings revealed a significant gap in mentoring practices, with only 14% of teachers participating in any mentoring relationship and 0% in formal mentoring programs. All existing mentoring relationships were informal, naturally developed, and lacked documentation, formal goals, or structured components. Despite limited participation, mentoring relationships demonstrated strong cultural responsiveness, with high scores for respecting traditional values (M=4.00) and understanding cultural contexts (M=4.00). However, institutional support was critically lacking across all dimensions, with universal “strongly disagree†responses for dedicated time, training, resources, and recognition systems.

Suggested Citation

  • Duguryil, Zipporah Pewat & Katniyon, Henry David, 2025. "Assessing the Level of Pedagogical Mentoring Activities among Early Childhood and Primary School Teachers in Plateau State," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(7), pages 5666-5674, July.
    • Handle: RePEc:bcp:journl:v:9:y:2025:issue-7:p:5666-5674
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