Teachers’ Perceptions And Practices Of School Based English Teachers’ Mentoring: Secondary School In Focus

Abstract

The aim of this study was to investigate Teachers‟ perception and practices of School Based English Teachers‟ Mentoring of secondary school in focus to grade nine. It attempted to map out what teachers perceive and what they do in practice by discovering how teachers mentor teaching process. It also tried to evaluate the relationship between schools based English teachers‟ mentoring use and teachers‟ experience improvement. The study took the form of a descriptive, interpretative investigation using both quantitative and qualitative research methods. The study used data gathering instruments like questionnaire, interview and document observation to gather data. These data gathering instruments were provided to 22 teachers of grade nine in Sagure Secondary School, LoleAbosera Secondary School and Chilallo Secondary School which are found in Arsi zone of Oromia Region to gather data. The document analysis was also used to assess different documents like teachers‟ meeting document, Mentoring Record Sheet, and mentors‟ Roles Self-Assessment. After carefully gathering the appropriate data, using questionnaire, semi-structured interview and document analysis, the data was analyzed by using frequency (quantitatively) and description (qualitatively). The description was used in getting data from interview and document observation. The frequency was used to describe the information taken from the questionnaire. Then they were systematically tabulated and organized in order to facilitate the analysis.