Collaborative Mentoring Styles and Teacher’s Effectiveness In public Secondary Schools in Abia State, Nigeria

Abstract

Education is a lifelong journey that involves a series of events including mentoring for development and growth. This study investigates the impact of collaborative mentoring styles on teacher effectiveness in public secondary schools in Abia State, Nigeria. Drawing on a correlation research design, data was collected from 251 Biology teachers using validated questionnaires. The research employed a multi-staged sampling technique to select a representative sample from three educational zones in Abia State. Analytically, the study employed the Pearson Product Moment Correlation Coefficient and simple linear regression to ascertain the nature of the relationships between collaborative mentoring styles and teacher effectiveness. Results reveal a significant positive correlation between open communication and teacher effectiveness, indicating that effective communication channels enhance instructional delivery and student engagement. In addition, coaching mentoring shows a significant positive correlation with teacher effectiveness, emphasizing the importance of guidance, support, and professional development opportunities in enhancing teaching quality. This Finding highlights the critical role of collaborative mentoring in nurturing effective teachers and driving positive educational outcomes. Embracing collaborative mentoring approaches holds promise for elevating teaching standards and enriching the educational experience in Nigerian schools.