MENTORSHIP DYNAMICS IN UGANDA’S TEACHER TRAINING INSTITUTES: A MIXED-METHODS CASE STUDY
DOI:
https://doi.org/10.51168/cq1tqe41Keywords:
Mentorship Dynamics, Teacher Training Institutes, Teacher Professional Development, Mentoring Strategies, Institutional Support, Mixed-Methods Research, Uganda Teacher EducationAbstract
Background
Mentorship is a key component of teacher professional development, yet its implementation within Uganda’s teacher training institutes remains underexplored. This study explored mentorship dynamics in Uganda National Institute for Teacher Education (UNITE)-affiliated institutions, focusing on mentor demographics, communication practices, mentoring strategies, and institutional support.
Methods
A mixed-methods case study design was employed, combining quantitative surveys (n=58) and qualitative interviews (n=10) with mentors from five National Teachers’ Colleges (NTCs) before their integration into UNITE. Quantitative data were analyzed using descriptive statistics and ANOVA tests, while qualitative data underwent thematic analysis.
Results
Of the 58 mentors surveyed, 72.4% were male, and 46.6% were aged 36-45 years. Most mentors (82.7%) had over four years of mentorship experience, with 55.2% holding a Master’s degree. A one-way ANOVA test revealed no statistically significant relationship between mentorship experience and the perceived quality (p = 0.775) or frequency (p = 0.082) of communication with mentees. The most frequently used and rated as effective mentoring strategies included encouraging reflection and self-assessment (M = 4.64, SD = 0.742), followed closely by providing constructive feedback and guidance (M = 4.62, SD = 0.697), and setting clear goals and objectives (M = 4.52, SD = 0.800). However, qualitative findings indicated that mentors need regular training workshops to enhance mentorship skills, recognition and incentives to keep motivated, and stronger institutional commitment to formalizing mentorship structures.
Conclusion
Despite mentorship being integral to teacher development, inconsistencies in mentorship training, communication, and institutional support hinder its effectiveness. Addressing these gaps is essential for improving mentorship outcomes in Uganda’s evolving teacher education sector.
Recommendations
Policymakers should establish formal mentorship training, introduce standardized mentorship policies, and allocate resources to strengthen mentor-mentee engagement. Future research should explore longitudinal mentorship impact assessments to guide policy reforms.
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Copyright (c) 2024 Martin Okoed, Sarah Nawoova, Emmanuel Acidri Bileti (PhD) (Author)
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