Statement of the problem
Teachers face many challenges during the first years of teaching, such as planning and implementing curriculum and instruction, conducting assessments, motivating students, managing student differences and behaviour, and generally feeling overwhelmed (Roehrig et.al. 2006). They are being asked to teach technological and analytical skills to students from a broad range of backgrounds, prepare them to read and write scholarly, to think critically, and to apply their knowledge to solving real-world problems. In other words, the skills teachers need to develop are both complex and demanding (Borko & Livingston, 1989). To reduce the challenges that new teachers face and to improve the quality of their teaching a popular approach was introduced purposely to provide support via mentoring which is prevalent in the US (Roehrig et.al. 2006). In fact, beginning teachers are being required to participate in mentoring programmes, often as part of the process for permanent certification in some states in America. Unlike in some developing countries, like the Philippines wherein its department of education has been under-performing for years, and has no clear cut policy on mentoring program, professional advancement and in-service training to improve the teachers’ competence once hired (Luz, 2008). Hobson (2008) defines mentoring as the one-to-one support of a novice or less experienced practitioner (mentee) by a more experienced practitioner (mentor), designed primarily to assist the development of the mentee’s expertise and to facilitate their induction into the culture of the profession. Mentoring can have a variety of purpose or goals, can involve a variety of practices and strategies to achieve these purpose and goals, and can take place at different stages of a mentee’s professional development and over different durations.
Based on this assumptions and preconception of mentoring, the primary purpose of this research is to determine the possible effects and implications of mentoring to novice teachers in my institution.
This research project aims to develop insights into the mentoring process and seeks to explore how mentoring can assist beginning in-service teachers in my home institution in developing their confidence, teaching competencies , skills in motivating students as well as classroom management. Moreover, it seeks to examine my own lived experiences as a mentee. Furthermore, it aims to answer the following research questions below. As a mentee, what were my experiences that made me recognized the worth of mentoring scheme provided by senior teachers.
How did these experiences assist me in becoming a more reflective and dynamic teacher?
How can these experiences assist me in mentoring new teachers?
This research is an auto-ethnography that focuses on my own lived experiences as a teacher and as a mentee and the connection of my life story with the experiences of other teachers from my home institution. According to Ellis and Bochner (2000), an auto-ethnography is a form of study that makes the researcher’s own experience a topic of investigation in its own right. It utilizes data about self and its context to gain an understanding of the connectivity between self and others within the same context (Ngunjiri, et. al.2010). The intended purpose of this study is to provide a detailed, in-depth description of my mentoring experiences, its effect and implication on my practice as a teacher. This methodology is suitable for this research because, according to Chang (2007), auto-ethnography is a qualitative research. As a research methodology, it takes a systematic approach in data collection, analysis, and interpretation about self and social phenomena involving self. This systematic and...