Assessment of Mentoring and Teacher Effectiveness in Government-aided Secondary Schools in the Acholi Sub Region in Uganda

Abstract

This paper describes a study that looked into the relationship between mentorship and teacher effectiveness in Government-aided secondary schools in theAcholi sub-region in Uganda. The study focused on teachers in government-aided secondary schools in the Acholi sub-region and utilised a descriptive, cross-sectional survey approach. It was discovered that providing teachers with assistance helped them gain confidence, improve their teaching, and improve their efficacy and efficiency in directing students’ successes. It was concluded that assisting teachers in government-aided secondary schools in improving their effectiveness enhances teachers’ confidence in teaching and students’ learning. Mentoring helps instructors in government-aided secondary schools improve their teaching methods in this way. As a result, the study recommends that mentoring counsel focus on assisting teachers in implementing social interactions and instructional techniques, as well as providing feedback and clarity in the classroom, all of which have direct quantitative effects on student learning outcomes.