Volume 4 Issue 3 (October 2012) - Ozean Publications

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European Journal of Educational Studies 4(3), <strong>2012</strong> RESULTS AND ANALYSIS OF DATA The data generated was analyzed using population t-test for hypothesis one and independent t-test for hypothesis two. Hypothesis I: The extent of implementation of teacher mentorship in the pre-primary and primary schools is not significant. Table 1: Population t-test analysis of the extent of implementation of teacher mentorship in pre – primary and primary school. N X S μ Df t-calculated t- critical Level of sig 843 19.53 8.56 21.00 842 -5.00 1.96 .05 The result as shown in table I shows that the mean (19.53) is lower than expectation with the population mean of 21.00, the calculated t-value of -5.00 is also lower than the critical t–value of 1.96 at .05 level of significance. Since the t-value is less than the t-critical, the null hypothesis is hereby retained. Therefore, the implementation level of teacher mentorship in the pre- primary and primary schools is not significant. Hypothesis 2: The perception of the graduate and non-graduate teachers towards the impact of teacher mentorship does not significantly differ. Table 2: Independent t-test analysis of graduate and non-graduate teachers’ perception towards the impact of teacher mentorship Category of Teacher N X S t-calculated t- critical df Level of Significance Graduate 361 19.57 8.43 .11 1.96 841 .05 Non – Graduate 482 19.50 8.67 The result shown in table 2 indicates respective means of 19.57 and 19.50 for graduate and non – graduate teachers as well as calculated t-value of .11 and critical t- value of 1.96 at .05 level of significance and 841 degrees of freedom. Since the calculated t-value is lesser than the t-critical the null hypothesis is retained and thus the impact of teacher mentorship on the graduate and non-graduate pre-primary and primary school teachers do not significantly differ. SUMMARY OF FINDINGS The finding of this study established that: 1. the implementation level of teacher mentorship in the pre-primary and primary schools is not significant; and 2. the impact of teacher mentorship on the graduate and non-graduate pre-primary/primary schools teachers does not significantly differ. 451
European Journal of Educational Studies 4(3), <strong>2012</strong> DISCUSSION OF FINDINGS Implementation level of teachers’ mentorship This study established that the implementation level of teacher mentorship was found to be implemented below expectations. The study established poor implementation level inspite the fact that several reasons abound for the use of mentoring as a strategy to improve the quality of teachers. Some of the reasons include limited contact between students and lecturers in the conventional teacher training programmes in colleges and universities and other distance or part time teacher education programmes such as sandwich and part time programmes. Another reason is that it is cheaper than the use of workshops as a means of retraining teachers. It is also a global practice. Adoption of mentorship as a strategy is in line with the views of Anamuah-Mensah and Erinosho (2000) who explained that if Africa must meet up with the challenges in the supply of adequate teachers, the conventional approaches to teacher training should change. Besides, mentorship of teachers is considered an effective means of retraining teachers in Nigeria. The performance of the Pivotal Teachers Training Programme (PTTP) and NTI pre-service programme that underwent mentorship schemes as submitted by Umar (2003) showed that the student teachers performed adequately well in lesson preparation, use of instructional materials, record keeping and communication skills. Mentorship as a strategy for retraining teachers is practiced in Africa and beyond. If teacher mentorship is as good as established by Umar, the expectation will be that it will gain high implementation. But the study holds that its implementation is below the expectations, meaning that it has actually received poor implementation attention. The shallow implementation can be attributed to lack of commitment by those who manage the education industry. This declaration is made because most of the studies found out that it is cheap and effective. Mkpa (2000) noted that mentoring is a very efficient and cost effective approach to staff development. The less experienced teacher who is attached to the mentor consults the latter, on all matters, and is properly guided in her professional activities. The reasons to justify the adoption of mentorship in Nigeria were further highlighted by Nakpodia (2010) who observed that teachers, next to students, are the largest and most expensive inputs in education. They are required in large numbers but there is also the critical need to have them in the right quality. Considering the need to meet up with the increased demands for teachers, government may face the temptation to recruit those much less qualified to teach. The fact that mentorship is recommended as a means of salvaging the issue of shortage of quality teachers is one thing and its utilization by the managers of the pre-primary/primary education in Nigeria is another. The fact that the study established that teacher mentorship suffered low implementation level means that its advantages were ignored. The impact of teacher mentorship on the graduate and non-graduate teachers Assessing the perception of graduate and non-graduate teachers towards the impact of mentorship, the study established that no significant difference exists between graduate and non-graduate teachers with regard to teachers’ mentorship. This finding suggests that mentorship means the same thing to the graduate and nongraduate teachers. This finding is not surprising because Nkpodia (2010) confirmed that there is no significant difference between the experienced/professional and the non-experienced /non-professional teachers on matters related to the implementation of the UBE programme. Nkpodia’s expressions implies that if the primary school system must meet up with the target of rendering quality education, efforts need to be sustained in adopting the mentorship strategies as a form of retraining approach for teachers. Before proceeding with this discussion, there is the need to recall that this study established that the implementation of teacher mentorship is lower than expectations. Since the finding is on a general note, the graduate and non-graduate teachers perceive teacher mentorship to have witnessed poor implementation. And the fact that both the graduate and non-graduate teachers find themselves in the same work environment means that the view that the implementation of teacher mentorship is poorly carried out is upheld by all. It also means that the caution raised by Imogie (2000) and Mkpa (2000) to train and retrain all categories of teachers through teacher mentorship is yet to be taken seriously. Going by the findings of this study and the belief of Imogie and Mkpa it can be understood that the educational policy makers and administrators are yet to vigorously pursue the implementation of teacher mentorship as one of the most effective ways of training and retraining teachers. 452
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Volume 4 Issue 3 (October 2012) - Ozean Publications

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