International Council for Education, Research and Training

Mentoring Approach for the Development of Beginning Early Childhood Teachers' Competencies in Selected Lower Basic Schools in Lagos, Nigeria

Ogwazu, Joyce Ezidiugo1, and Omotuyole, Christy2

1Primary Education Department, Federal College of Education (Technical) Akoka, Lagos, Nigeria

2Department of Social Sciences Education, University of Lagos, Nigeria

Abstract

Mentoring approach promotes job satisfaction among beginning teachers and reduces their attrition and early exit among others. This study examined the Mentoring Approach for the development of beginning Early Childhood Teachers’ Competencies in Selected Lower Basic Schools in Lagos, Nigeria. A descriptive Survey Research Design was employed. Three research questions in an eighteen (18) item statement questionnaire and two hypotheses guided the study. Simple Random selection and purposive sampling were employed to select one hundred and twenty (120) teachers in twelve (12) lower Basic schools in Oshodi-Isolo LGA. The instrument ‘Mentoring approach for the Development of Beginning Early Childhood Teachers’ (MADBECT) questionnaire was used to elicit information from respondents. The instrument was validated by the supervisors, experts in Early Childhood Education and Measurement and Evaluation and was evaluated using Cronbach Alpha reliability consistency method. Descriptive and inferential statistics were employed for data analyses such as percentages, mean and standard deviation. The hypotheses were tested at 0.05 significant level using Analysis of Variance (ANOVA), Pearson Product Moment Correlation Coefficient (PPMC) and Regression Analysis. The study finds out among others that mentoring enhances beginning teachers’ practices and competencies by being the easiest way of beginning teachers’ retention in teaching profession, supports the beginning and early career teachers to learn and build up professional skills, and, enhances beginning teachers’ motivation and commitment. Recommendations were made that among others, the Ministry of Education should adopt proactive measures to ensure that mentoring programmes is functional in schools through regular supervision of schools. In addition, a formal mentoring programme be encouraged by head of schools on individualised basis.

Keywords: Mentoring Approach, Development, Beginning Early Childhood Teachers, Competencies, Pupils

Back
Impact statement

The study is a Ph.D. pilot thesis centred on approaches to retain   early career Early Childhood teachers. Lack of support system results in attrition, dissatisfaction and early exit. Support system through mentoring is not only an effective tool to supporting initial and early professional learning of a mentee but an effective mechanism to overcoming challenges of the dual nature of theory to practice. 

Beneficiaries:

Individuals: Individuals in academia and organisations will be aware of the need to be mentored. 

Teachers and pupils: It will create greater awareness on mentoring and ways to improve school practices.

Students and Researchers: It will be a resourceful material and a reference point material.

Professional bodies:  Professional bodies will find this study vital as communiqué 

Teacher Education Programmes: Mentoring will be a tool for revamping and revatalising teacher education programmes.

  It will create awareness and inspiration to   administrators, curriculum planners, supervisors, State and Federal Government.  


About author

DR CHRISTY OWOLEMI OMOTYOLE’S PROFILE

  
    Dr. Christy Omotuyole is an Associate Professor in the Department of Social Sciences Education, University Of Lagos. She is a Professional Educationist, Consultant and an Early Childhood Expert with over 25 years’ experience in teaching and training, whose areas of research interests cover Developmentally Appropriate Best Practices, Teaching Methodology, Teachers’ Professional Development Trainings and Special Education. She is a trained Montessori Directress from the College of Modern Montessori (RSA) and expert in High/Scope Approach from High Scope Institute, UK. She is a prolific writer and has presented papers at national and international Conferences. He has over 40 scholarly publications both in national and International Learned Journals. She had served as School Administrator at Christ, The Redeemer’s Schools, Iwaya, Lagos, Nigeria (Nursery/Primary and Secondary Institutions) between 2001 and 2011 before she joined the University of Lagos workforce. Dr. Christy Omotuyole is a regular facilitator in Training the Trainers and Teaching/Learning Solution Consults and an excited mentor to youths and adults.

Academic Qualificatiions 

  • Ph.D in Early Childhood Education, University of Lagos    2011                  

  •     Diploma in Montessori Teacher Training Course (RSA)      2006

  • Master in Education (M.Ed Educational Administration), University of Lagos 2001

  • Bachelor of Education (B.Ed Guidance and Counselling/

     Language and Communication Arts), University of Ibadan       1996

  • Nigeria  Certificate  in Education, Ogun State College of Education 1989

  • MRS. Joyce Ezidiugo OGWAZU

    Joyce Ezidiugo OGWAZU (NEE NNEBUE) is an academic; a researcher, a seasoned and a professional teacher, certified and licensed by Teachers’ Registration Council of Nigeria (TRCN). She has been in teaching profession for over twenty-three (23) years in Nigeria. 

    Joyce attended the prestigious University of Nigeria, Nsukka for her first degree, where she graduated with a second class, upper division (21) in Education/Igbo/Linguistics. She proceeded to University of Lagos, Nigeria for a first Master Degree in Linguistics/Igbo and a second Master Degree in Early Childhood Education.  Currently, she is running a Doctor of Philosophy (Ph.D.) programme in University of Lagos, Nigeria in Early Childhood Education.  She currently lectures at the Federal College of Education (Technical) Akoka, Lagos, Nigeria in the Department of Primary Education Studies. Her core-values are: hard work, collaboration, truthfulness, discipline, loyalty, enthusiasm and self-confidence.  

    Joyce is a prolific writer who has authored four (4) text books to her credit; one co-authored in Language (IGBO) and Linguistics, and Early Grade Reading. She has also published over twenty five (25) credible articles in both National and International Journals. Joyce is a google scholar.  She is a woman of sound moral ethics, and a disciplinarian to the core. She loves children and has flair for ethical principles. Her hobbies include among others Reading, Motivational Speaker, Listening to motivational Programmes, Listening to Soft Music, and Singing.

    Joyce is happily married with promising children!

Back
References

  1. Aderibigbe, S.A., (2013). Opportunities for the collaborative relationships between teachers and student-teachers in the classroom: The views of teachers, student teachers, and university tutors. Management in Education, 24(2), 70-74. 

  2. Adeyemi, B. (2010). Teacher related factors as correlates of pupils’ achievement in Social Studies in South West Nigeria. Electronic Journal of Research in educational Psychology, 8(1), 313-332.

  3. Afolabi, E.R.I., Faleye, B.A., & Adeola, A.M., (2015). Mentoring among academic staff of Obafemi Awolowo University, Ile-Ife, Nigeria. Journal of Education and Human Development, 4(2), 159-167. 

  4. Avalos, B., (2011). Teaching profession development in teaching and teacher education over ten years. Teaching and Teacher Education, 27(1), 10-20.

  5. Balduzzi, L. & Lazzarri, A., (2015). Mentoring practices in workplace-based professional preparation: A critical analysis of policy developments in Italian context. Early Years: An International Research Journal, 35(2), 124-138. 

  6. Barrea, A., Braley R.T., & Slate J.R., (2010). Beginning teacher success: an investigation into feedback from mentors of formal mentoring programmes, mentoring and Tutoring: Partnership in Learning, 18(1) 61-74

  7. Bellm, D., (2005). Establishing teacher competencies in early care and education: A Review of current models and options for California (Policy Brief). Centre for the study of child care employment. http://www.eric.ed.gov/PDFS/ED49418pdf

  8. Beul, D., & Spooner-Lane, R., (2009). Building mentors’ capacities in experienced teachers. International Journal of Learning, 16(4), 351-360

  9. Brill, S., & McCartney, A. (2008). Stopping the revolving door: increasing teacher retention. Politics and Policy, 36(5), 750-774.

  10. Brock, B.L., & Grady, M.L., (2001). From first year to first rate: Principles guiding beginning teachers (2nd Ed.). Thousand Oaks CA: Corwin Press.

  11. Bullough, R.V., jr. (2012). Mentoring and new teacher induction in the United States: a review and analysis of current practices. Mentoring and Tutoring: Partnership in Learning, 20(1), 57-74.

  12. Centre for Health Leadership and Practice (2003). Mentoring guide: A guide for mentors. Public Health Institute: Oakland, CA

  13. Coalition of Childhood Umbrella Organisation (2010). Guidance for mentoring in childhood practice. Scottish Social Services Council: SSSC Guidance.

  14. Daskolia, M. & Flogaitis, E. (2003). Theoretical formulation and empirical investigation of a conceptual model of teachers’ competence in environmental education. Canadian Journal of Environmental Education, 249-267

  15. Denzin, N.K., & Lincoln, Y.S., (eds.) (2000). The handbook of qualitative research. Thousand Oaks, CA: Sage Publications, Ltd. 

  16. DeSimone, L. M., (2009). Improving impact studies of teachers’ professional development: Towards better conceptualizations and measures. Education Researcher, 38(3), 181-199.

  17. Dorcas, O.F., (2013). Professional development of teachers in Africa: A case study of   Nigeria.    In the African symposium: An    Online Journal of the African Educational   Research Network, 65(13), 1-9.

  18. Early Childhood Development Agency (2016). Mentoring matters: A practical guide to learning – focused relationships. Singapore: Ministry of Social Family Development 

  19. Early Childhood National Centres (2017). Early childhood quality assurance. Retrieved @ https://childcareta.acf.hhs.gov/sites/default/files/public/licensor_competencies.pdf

  20. Goe, L., (2007). The link between teacher quality and students’ outcomes: A research synthesis. National comprehensive centre for teacher quality

  21. Gordon A.M., &Browne, K.W., (2014). Beginnings & beyond foundations in early childhood education (9th Ed.). Belmont, CA: Wadsworth Cengage Learning

  22. Harvard Family Research Project (2004). Family involvement in early childhood education. Cambridge, MA: Author.

  23. Harvard Family Research Project (2006). Family involvement in early childhood education. Cambridge, MA: Author.

  24. Hayes, M., (2010). Why professional development matters. 9th Ed.  USA: WADSWORTH CENGAGE Learning.

  25. He, Y. (2009). Strength- based mentoring in pre-service teacher education: a literature review. Mentoring and Tutoring: Partnership in learning, 17(3):263-275 

  26. Heater, K., (2006). Mentoring provides benefits for faculty and institutions.  Teaching and Learning Exchange, 13(2), 234-244.

  27. Hobson, A.J., Ashby, P., Malderez, A., & Tomlinson, P.D., (2009). Mentoring beginning teachers: What we know and what we don’t. Teaching and Teacher Education, 25(1), 207-216.

  28. Hofman, R. H., &Dijikstra, B.I., (2010). Effective teacher professionalization in networks. Teaching and Teacher Education, 26, 1031-1040.

  29. Imohimi, F. (2017). Sustainable development goals. Achieving sustainable development goals via early childhood development. Retrieved from https://sundiatappost.com/…/achieving… 

  30. Ingersoll, R. (2012). Beginning teacher induction: what the data tells us. The Phi DettaKappan, 93(8), 47-51. 

  31. Ingersoll, R., & Smith, T.M., (2004). Do teachers’ induction towards mentoring matter? NASSP Bulletin, 88(638), 28-40.

  32. Jagodowski, S., (2020). The 6 most important theories of teaching. Thought Co.com/theories-of-teaching 4164514. Thought CO. Feb. 11, 2020. 

  33. Kajs, L.T. (2002). Framework for designing a mentoring programme for novice teachers. Mentoring and Tutoring, 10(1), 57-69. 

  34. Kardos, S., & Johnson, S.M., (2010). New teachers’ experiences of mentoring: The good, the bad, and the inequity. Journal of Educational Change, 11(1), 23-44. 

  35. Karila, K., & Kupila, P., (2010). Professional identities and professional generations in early childhood: University of Tampere: Early Education.

  36. Koutsoukos, M., (2022). Exploring adult educators’ views about mentoring as a tool for their teaching work- A Greek empirical study. Journal of Education and Training Studies.10 (3), 72-83.

  37. Lagos State (2019). Annual census report Y2018-19.

Retrieved@education.lagosstate.gov.ng

  1. McLeod, S.A., (2012). Zone of proximal development. Retrieved @ www.simplypsychology.org/Zone-of-Proximal-Development.html

  2. Mertz, N.T., (2004). What’s a mentor, anyway? Educational Administrative Quarterly, 47, 541-560.

  3. Muhammad, A., (2009). Transforming school culture. How to overcome staff division. Bloomington, IN: Solution Tree.

  4. Mullen, C.A., (2016).  Alternative mentoring types.  Kappa Delta Pi Record, 52(3), 132-136. 

  5. Murray, M., (2001). Beyond the myths and magic of mentoring, how to facilitate an effective mentoring process. San-Francisco, CA: Jossey-Bas

  6. Oduolowu, E., (2011). Contemporary issues in early childhood education. Ibadan: Franco-Ola publishers 

  7. Okurame, D.E., (2008). Mentoring in Nigerian academia: Experiences and challenges. International Journal of Evidence-Based Coaching and Mentoring, 6(2), 45-56. 

  8. Olasupo, G., (2011). How does mentoring work? In A.A. Olowu (ed.) Mentoring: A key issue in human resource management (pp.179-188). Ile –Ife: The Ife Centre for psycho Logical Studies.

  9. Olowookere, E. I., (2012). Dysfunctional mentoring in Nigerian universities: implications for the effective academic development of faculty. In M.A. Oladejo (ED.) Current thought on Nigerian Education (p. 179-197). Oyo: Society for Promoting Research Education and Academic Development (SREAD).

  10. Orland- Barak, L., & Klein, S., (2005). The expressed and the realized: Mentors’ representations of mentoring conversation and its realization in practice. Teaching and Teacher Education. 21(4), 379-402. 

  11. Rippon, J., & Martin, M., (2003). Supporting induction: Relationships count. Mentoring & Tutoring: Partnership in Learning, 11(2), 211-216.

  12. Robins, A., (2006). (Ed) Mentoring in the early years. London: Paul Chapman.

  13. Robbins, P., (2015). Peer coaching to enrich professional practice, school culture, and student learning. USA: ASCD publications.

  14. Selvi, K. (2010). Teachers’ competencies. Cultural International Journal of Culture and Axiology, 8(1), 167-175

  15. Texas Early Learning Council, (2013). Partners in action: A mentoring toolkit for early childhood providers. Houston: TX.

  16. The Federal Republic of Nigeria (2014). National policy on education (6th Ed.). Lagos: NERDC.

  17. The Wing Institute (2019). Teacher competencies. Oakland CA.  Retrieved from https://www.winginstitute.org/quality-teachers-compentencies. 

  18. The United Nations Educational, Scientific and Cultural Organisation (UNESCO) (2016). Designing effective monitoring and evaluation of education system for 2030: A global synthesis of policies and practices.  UNESCO Education Sector

  19. Zeiger, S., (2018). List of core competencies for educators. Retrieved @ https://work.chron.com/list-core-competencies-educators-8916.html.

 

 



Back

Contact​

Visit our main website www.icert.org.in

Copyright © 2024  International Council for Education, Research and Training  – All Rights Reserved.

Scroll to Top