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“Newly Qualified Mathematics Teachers’ Perception on the Role of a Structured Mentoring Programme on Developing Their Self-Efficacy in Selected Secondary Schools in Kabwe District, Zambia.”

Author

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  • Hortensia Zulu

    (Kwame Nkrumah University)

  • Dr. Zanzini N

    (The University of Zambia, Great East Road Campus)

  • Dr. Nachiyunde. K

    (The University of Zambia, Great East Road Campus)

Abstract

This study investigates the perceptions of Newly Qualified Mathematics Teachers (NQMTs) regarding the importance of a structured mentoring programme in enhancing their self-efficacy in selected secondary schools within Kabwe District, Zambia. Using an embedded mixed-methods approach, both quantitative (Teacher Self-Efficacy Scale, TSES) and qualitative (interviews, reflective journals) data were gathered and analysed. The results not only show that structured mentoring significantly boosts teachers’ classroom management, lesson planning, and confidence, but also emphasise the significance of these outcomes for policy development in establishing sustainable mentoring models aimed at improving early-career teacher performance.

Suggested Citation

  • Hortensia Zulu & Dr. Zanzini N & Dr. Nachiyunde. K, 2025. "“Newly Qualified Mathematics Teachers’ Perception on the Role of a Structured Mentoring Programme on Developing Their Self-Efficacy in Selected Secondary Schools in Kabwe District, Zambia.”," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(8), pages 4808-4817, August.
    • Handle: RePEc:bcp:journl:v:9:y:2025:issue-8:p:4808-4817
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