International Teacher Education Conference 2014 1

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International Teacher Education Conference 2014 Stronger individuals offering higher quality performance. Since one of the goals of a mentoring relationship is professional success, to the extent it is operational in a college, one should see overall teaching quality rise. Mentoring also is positively linked to student retention (Ross-Thomas). Increased connectivity and caring. People enjoy working in caring and connected workplaces. Creating a network of good relationships among faculty raises the general relational climate in an organization and is of overall benefit. Support to formal employee orientation and development programs. Mentoring programs are generally not seen as substitutes for orientation and training. These still need to be in place. However, the mentoring relationship can be a wonderful reinforcement for the training and orientation received at the time of entry. Greater spiritual protection for persons and the organization. From a Christian perspective, there is less likelihood that persons will fall prey to personal or professional bad decisions or moral failure if such persons are in an open, caring, ongoing mentor relationship. In that sense, when there is such care, including prayer support for one another, the organization enjoys greater spiritual protection. IMPLICATIONS Problem of poor professional development among Nigerian teachers has continued to re-occur because of poor mentoring policy for teachers. It will continue to lead to low quality of teachers in the primary and secondary schools. Effective mentoring process ensures faster means of passing latest research information and discoveries of improved pedagogical skills to teachers. The absence of mentoring relationship between the teacher-educators and the teachers they trained slows the process of transmitting such information to teachers. All the benefits of mentoring discussed above will be lost by the school as an organization .The classroom teacher (as a mentee) and the teacher educator (as a mentor) will continue to lose their benefits accruable from mentoring. Nigeria will continue to suffer the same problems that schools have been facing since independence .Nasiru observes that the problems teacher education in Nigeria has been engulfed with since independence have affected the result of the system. The problems among others include low output of teachers and poor quality of the teachers produced. Till date those problems persist and get worsened as many unqualified personnel find their ways into the profession. The over-all implication is obvious. Nigeria school system will be out of the best practices in the global society if nothing is done to improve mentoring of teachers in the field and if urgent steps are not taken towards bringing up a formal mentoring policy geared towards professional development of teachers by teacher educators in the country. CONCLUSION AND RECOMMENDATIONS Mentoring involves mentor-making on the part of all teacher education institutions. It is all about being concerned not only with one’s own success but also that of one’s graduate or colleague. It is also all about projecting organizational goals and training new entrants so that they can imbibe organizational objectives with the aim of improving their professional skills thereby improving and increasing performance. Mentoring requires sitting a young colleague or fresh graduate down and asking him or her to understudy a more experienced staff or his teacher. This is different from orientation or refresher training courses. What is being emphasized here involves transfer of positive experience to successive generation. According to Metros and Yang (2006) For mentoring to effect institutional change in higher education, it must be more than informal or spontaneous. The leadership within an institution must first recognize and identify the need for mentoring, and then plan, develop, support, and promote a program that directly addresses specific workforce gaps—both current and future. This means that mentoring should be formerly organized by all teacher education institutions in the country so that they can ensure professional development of their product s(graduates) Teacher education institutions should be actively involved in the two models of Continuous Professional Development currently in vogue in Nigeria. They should cooperate with National Teachers Institute in her attempts on professional development of teachers. They should collaborate with NTI in workshop organization as well as with primary and secondary schools on working out functional mentoring programme for teachers. Robinson and Latchman’s study cited in Fareo (2013) mentions some identifiable stages in the process of 446
International Teacher Education Conference 2014 becoming a teacher. This includes five stage model of a novice, advanced beginner, competent performer, proficient performer and expert teacherkn. Planned Continuing professional development programmes through carefully organized teacher educators mentoring programmes in Nigerian school system will help to facilitate the process of transforming a novice teacher to a proficient performer. The Local, State and Federal government, other managers /proprietors of schools in Nigeria as well as the teacher education institutions are major stake-holders in Nigerian School system. Each should play its expected roles in either providing adequate funding, coming up with a mentoring policy, providing the necessary personnel and enabling environments (as the case may be) to make sure that Nigerian teacher education institutions take effective start formal mentoring programmes for their graduate teachers. Anything that can be done to improve quality of instruction in Nigeria schools and anything that facilitate professional development of Nigerian teachers is worth the sacrifice. REFERENCES Aladejana,A Aladejana,F and Ehindero,S. (2006). An analysis of mentoring relaitionship among teachers: A case study of Obafemi Awolowo University Ile- Ife,Nigeria . International Journal of Evidence based on Coaching and Mentoring. 4(1) Retrieved from http://business.brookes.ac.uk/commercial/work/iccld/ijebcm/documents/vol04issue1-paper-03.pdf.Viewed Barlin.D(2010) Better Mentoring, better teachers three factors that help ensure successful program. http://www.edweek.org/aechive/ew/articles/2010/03/23/barlin.htm l (retrieved6/02/2012) Bebhl,B (1996)Mentoring:Confidence in finding a mentor and becoming one. Broadman and Hobman Cunningham,S(1999) ‘The nature of workplace mentoring relationship among Faculty members in Christian Higher Education .Journal of higher education70,441-63 Fareo,D.O (2013). Professional development of teachers in Africa: A case study of Nigeria. The African Symposium : An Online Journal of the African Educational Research Network .Retrieved fromhttp://www.ncsu.edu/aern/TAS13.1/TAS13.1_Fareo.pdf Garvey, M.G.(2003);Introduction to the symposium on mentoring issues and prospects. British Journal of Guidiance and Counselling (31) Grossman, J.B. and Rhodes J.E.(2002).The test of time: Predictors and effects of duration on youth mentoring. American Journal of Community Psychology (30) Mahy,R(1997).“What mentoring is all about” College Quarterly4(3)http://www.collegequarterly.ca/1997.vol04num03-spring/ross.mahy/httml.Weinstein,E(1998). Mentoring for success.DeMoinesIA:America Media Metros,S.E.and Yang,C(2006)The importance of mentoring. http://www.educourse.edu/Resoursescultivating careersProfessional/chapters5The importance of Mentors10631.(Retrieved 6/2/2012) Moemeka, C.D. , Onyeagwu, F.O. Nwahan C.O.(2012). Mentoring and teaching practice projects on Nigerian primary , school teachers competency development: Implications for quality teaching.Retrieved from www.ipdr.com/vol147/020/ICER-02012-10009.pdf Nasiru S. Improved teacher education should be Nigerian priority .Retrieved from http://www.ngex.com/news/public/article.php?ArticleID=2402# Parsoloe,E (1992)Coaching ,mentoring and assessing. London:Kegan Page Penner(2001)Mentoring in Higher education.http://www.directionjournal.org/article/?1162 Ross-Thomas, E, and Charles B (1994). Mentoring in higher education: A descriptive case study. Education 115 pp 70-77. UKoha UA(1999) Teacher education in Nigeria in Ogwo ,B.A.(ed)Themes on teacher education and Instruction in Nigeria. Onitsha:Cape Publishers 447
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