INFLUENCE OF SCHOOL-BASED MENTORSHIP POLICIES ON EDUCATIONAL MANAGEMENT PRACTICES FOR THE PROFESSIONAL DEVELOPMENT OF YOUNG TEACHERS IN ENUGU STATE

Mogboh, Veronica E. and AGUSIOBO, Hilda Chineze (2025) INFLUENCE OF SCHOOL-BASED MENTORSHIP POLICIES ON EDUCATIONAL MANAGEMENT PRACTICES FOR THE PROFESSIONAL DEVELOPMENT OF YOUNG TEACHERS IN ENUGU STATE. Irish Journal of Educational Practice, 8 (4). pp. 95-110. ISSN 2383 – 6345

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Abstract

This study examined the role of educational managers in implementing and sustaining school-based mentorship practices for young teachers in Enugu State, Nigeria. Using a descriptive survey design, data were collected from 80 respondents comprising principals, vice-principals, and secondary school teachers from five purposively selected schools. A structured questionnaire guided by three research questions was the main instrument for data collection. Data were analyzed using mean and standard deviation, with a decision benchmark of 2.5. Findings revealed that formal mentorship policies are largely absent in many schools, although some schools have adopted informal support systems. Educational managers play a critical role in mentoring through role modeling, collaboration, and assigning experienced teachers as informal mentors. The study recommends the development of clear mentorship policies, regular training for school leaders, and institutional support systems to improve the professional development and retention of young teachers.

Item Type:	Article
Subjects:	L Education > LB Theory and practice of education
Divisions:	Faculty of Arts > Faculty of Law > Faculty of Management and Social Sciences > Faculty of Education
Depositing User:	Uchenna Eneogwe
Date Deposited:	06 Aug 2025 09:37
Last Modified:	06 Aug 2025 09:37
URI:	http://eprints.gouni.edu.ng/id/eprint/4999

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