Project – Teacher Mentoring Programmes and Professional Development among Beginning Teachers: A Study of Public Secondary Schools in Abeokuta South, Ogun State

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Education is widely recognised as an important instrument for individual development, social transformation and national development, while teachers remain central to the effective functioning of educational systems. The quality of teachers’ classroom practices is influenced not only by their initial preparation but also by the professional support and learning opportunities available to them after entering the teaching profession. This is particularly important for beginning teachers who are required to translate theoretical knowledge acquired during teacher education into practical classroom activities, manage learners, prepare lessons, assess students and respond to the organisational expectations of schools. The transition into full-time teaching is therefore a significant stage of professional growth that requires appropriate institutional support. Research on teacher induction indicates that the early years of teaching constitute an important period in which structured support can influence teachers’ professional efficacy, retention and classroom practice (Courtney, Austin, & Zolfaghari, 2023; Keese, Thompson, Waxman, McIntush, & Svajda-Hardy, 2023).

Teacher mentoring has emerged as one of the major strategies for supporting teachers during this transition. Generally, mentoring involves a developmental relationship in which a more experienced teacher provides professional guidance, encouragement, feedback, knowledge and practical assistance to a less experienced teacher. Mentoring may involve discussions about lesson preparation, classroom management, instructional strategies, assessment practices, student behaviour, school procedures and professional responsibilities. Rather than simply providing information, effective mentoring creates opportunities for beginning teachers to learn from the experience of colleagues, reflect on their own practices and develop solutions to challenges encountered in the classroom. The literature on teacher induction indicates that mentoring is commonly incorporated into formal induction programmes and can contribute to teacher efficacy, retention and other professional outcomes when appropriately organised (Hobson, Ashby, Malderez, & Tomlinson, 2009; Keese et al., 2023).

Professional development is another important component of effective teaching because teachers are expected to continually update their knowledge, pedagogical skills and professional competencies. Professional development extends beyond occasional workshops or seminars and may involve coaching, collaborative learning, observation, feedback, professional reflection and school-based learning. For beginning teachers, these activities can help bridge the gap between pre-service teacher preparation and the practical demands of classroom teaching. A meta-analysis of interventions supporting pre-service and beginning teachers found that individualised support activities such as coaching, mentoring and related forms of assistance can contribute to the development of teacher self-efficacy. Similarly, systematic evidence on teacher induction shows that structured support during the early career period can generate positive outcomes for teachers and students (Bettini et al., 2024; Keese et al., 2023).

The effectiveness of mentoring, however, depends considerably on the way mentoring programmes are designed and implemented. The presence of an experienced teacher within a school does not automatically mean that effective mentoring is taking place. For mentoring to contribute to professional development, mentors need adequate preparation, clearly defined responsibilities, sufficient time for interaction and opportunities to provide constructive feedback. The relationship between mentor and mentee also needs to encourage trust, openness and professional reflection rather than merely functioning as a supervisory or evaluative arrangement. Hobson et al. (2009) identified the quality of mentoring relationships, mentor preparation and institutional conditions as important considerations in understanding the effectiveness of mentoring. More recent meta-analytic evidence has similarly shown that induction and mentoring programmes can produce positive effects, although outcomes vary across programme contexts and implementation arrangements (Hobson et al., 2009; Keese et al., 2023).

The Nigerian educational system provides an important context for examining teacher mentoring because teachers in public schools operate within environments characterised by diverse professional, administrative and instructional demands. Beginning teachers may require assistance in translating curriculum requirements into classroom practice, managing large or diverse classes, selecting appropriate instructional methods, conducting assessment and adjusting to the professional culture of their schools. Recent Nigerian research on mentoring practices in the public school system found that mentoring programmes exist but are frequently informal and insufficiently structured, leaving some beginning teachers without consistent support. The study further reported that structured mentorship could strengthen professional confidence and development and recommended formalised mentoring sessions, regular assessment and clearly defined mentor–mentee arrangements (Ifarajimi, Bolaji, Mason, & Jalloh, 2025).

The importance of continuous professional development is also evident in the Nigerian policy and educational environment. In 2025, the Universal Basic Education Commission, in collaboration with the Federal Ministry of Education, launched nationwide school improvement and Teacher Professional Development initiatives designed to strengthen the quality of education and promote continuous professional growth among educators. Such initiatives demonstrate the increasing policy emphasis on continuous teacher learning rather than relying exclusively on teachers’ initial qualifications. However, formal training programmes at the system level may not always address the immediate classroom-based challenges encountered by beginning teachers. Mentoring provides an opportunity for professional learning to occur within the school environment, where beginning teachers can receive context-specific guidance, observe experienced colleagues, obtain feedback and discuss practical instructional problems (Universal Basic Education Commission [UBEC], 2025; Bettini et al., 2024).

The situation in Ogun State makes the subject particularly relevant because empirical studies have established a relationship between teacher professional development, instructional supervision and teachers’ work outcomes in public secondary schools in the state. Oluwakemi and Hassan (2023), in a study involving teachers in Ogun State public secondary schools, found significant relationships between professional development, instructional supervision and job performance. Similarly, research on school support services in Ogun State public secondary schools has included mentoring among the forms of support available to teachers, highlighting the relevance of school-based support to teachers’ professional experiences. These findings provide evidence that professional development and school support are important issues within the Ogun State education system, but they do not specifically explain how mentoring programmes influence the professional development of beginning teachers in Abeokuta South Local Government Area (Oluwakemi & Hassan, 2023; Atanda & Abikoye, 2023).

Despite the growing recognition of mentoring as a component of teacher induction and professional learning, there remains a need to understand the specific mechanisms through which mentoring contributes to the professional development of beginning teachers in particular school contexts. Evidence from international research generally supports mentoring and induction, but it also indicates that the effects of programmes can differ according to their structure, intensity and implementation. In Nigeria, recent evidence suggests that mentoring may be informal and insufficiently structured, while research from Ogun State has demonstrated the importance of professional development and school support without adequately isolating the experiences of beginning teachers in Abeokuta South. It is therefore important to investigate specific mentoring practices such as mentor–mentee guidance, classroom observation and feedback, professional coaching and instructional assistance, and collaborative learning and peer support. Such an investigation can provide context-specific evidence on whether and how mentoring programmes contribute to the professional development of beginning teachers in public secondary schools in Abeokuta South, Ogun State (Ifarajimi et al., 2025; Oluwakemi & Hassan, 2023; Keese et al., 2023).

1.2 Statement of the Problem

Beginning teachers enter the teaching profession with varying levels of theoretical knowledge and practical experience, but the transition from teacher preparation to independent classroom teaching can be challenging. They are expected to prepare and deliver lessons, manage classroom behaviour, assess students, maintain school records, use instructional materials and participate in other school responsibilities. The difference between what teachers learn during initial preparation and what they encounter in actual classrooms may create professional challenges, particularly when adequate support is unavailable. Evidence from teacher-induction research shows that the early years of teaching are a critical period and that structured induction and mentoring can have positive effects on teacher outcomes, including efficacy and retention (Courtney et al., 2023; Keese et al., 2023).

A major problem is that mentoring opportunities may not be sufficiently structured within public schools. Although experienced teachers may be available to support newly employed colleagues, informal advice or occasional assistance does not necessarily constitute a systematic mentoring programme. Recent evidence from Nigeria indicates that mentoring practices in public schools are often informal, with beginning teachers sometimes lacking consistent and organised mentorship. The absence of clearly defined mentor–mentee responsibilities, regular mentoring meetings, systematic feedback and monitoring may reduce the capacity of mentoring to support professional development. This situation raises questions concerning the extent to which beginning teachers in public secondary schools actually receive organised mentoring support and whether such support is sufficiently continuous to address their professional needs (Ifarajimi et al., 2025).

Another problem concerns the quality and nature of professional development available to beginning teachers. Professional development may occur through workshops, seminars and formal training, but beginning teachers also require practical support that connects professional learning directly to classroom activities. Without classroom observation, constructive feedback, coaching and collaborative interaction, professional development may remain largely theoretical and may not adequately address the immediate instructional challenges faced by beginning teachers. Evidence from meta-analysis indicates that individual support interventions such as coaching and mentoring can foster self-efficacy among pre-service and beginning teachers, while research in Ogun State has shown that professional development is significantly related to teachers’ job performance (Bettini et al., 2024; Oluwakemi & Hassan, 2023).

There is also a contextual gap in existing research concerning beginning teachers in public secondary schools in Abeokuta South Local Government Area. Existing studies have examined teacher professional development and instructional supervision across Ogun State and have investigated school support services in public secondary schools, while recent Nigerian research has examined mentoring practices more broadly. However, there is limited specific evidence on the relationship between particular mentoring practices and the professional development of beginning teachers in public secondary schools in Abeokuta South. Without such local evidence, educational administrators may have limited empirical information for determining the types of mentoring arrangements that should be prioritised for beginning teachers. This study therefore seeks to examine the relationship between teacher mentoring programmes and professional development among beginning teachers in public secondary schools in Abeokuta South, Ogun State, with particular attention to mentor–mentee guidance and support, classroom observation and feedback, professional coaching and instructional assistance, and collaborative learning and peer support (Atanda & Abikoye, 2023; Ifarajimi et al., 2025; Oluwakemi & Hassan, 2023).

1.3 Objectives of the Study

The general objective of this study is to examine the relationship between teacher mentoring programmes and professional development among beginning teachers in public secondary schools in Abeokuta South, Ogun State.

The specific objectives are to:

1. examine the influence of mentor–mentee guidance and support on the professional development of beginning teachers in public secondary schools in Abeokuta South, Ogun State;
2. determine the influence of classroom observation and feedback on the professional development of beginning teachers in public secondary schools in Abeokuta South, Ogun State;
3. assess the influence of professional coaching and instructional assistance on the professional development of beginning teachers in public secondary schools in Abeokuta South, Ogun State; and
4. examine the influence of collaborative learning and peer support on the professional development of beginning teachers in public secondary schools in Abeokuta South, Ogun State.

1.4 Research Questions

The following research questions will guide the study:

1. To what extent does mentor–mentee guidance and support influence the professional development of beginning teachers in public secondary schools in Abeokuta South, Ogun State?
2. To what extent does classroom observation and feedback influence the professional development of beginning teachers in public secondary schools in Abeokuta South, Ogun State?
3. What influence does professional coaching and instructional assistance have on the professional development of beginning teachers in public secondary schools in Abeokuta South, Ogun State?
4. To what extent does collaborative learning and peer support influence the professional development of beginning teachers in public secondary schools in Abeokuta South, Ogun State?

1.5 Research Hypothesis

The following null hypothesis will be tested at the 0.05 level of significance:

H₀: There is no significant relationship between teacher mentoring programmes and professional development among beginning teachers in public secondary schools in Abeokuta South, Ogun State.

1.6 Significance of the Study

The study will be significant to the Ogun State Ministry of Education because it will provide empirical information on the role of mentoring in the professional development of beginning teachers. The findings may assist policymakers and education administrators in designing, strengthening and institutionalising mentoring and induction programmes within public secondary schools.

The study will be useful to school principals and administrators because it may help them understand the importance of providing systematic support to teachers at the beginning of their careers. The findings may guide administrators in assigning suitable mentors, creating opportunities for mentor–mentee interaction, facilitating classroom observation and encouraging professional collaboration.

The study will benefit experienced teachers and mentors by identifying specific forms of support that beginning teachers require. It may encourage mentors to provide more systematic guidance, constructive feedback, coaching and opportunities for collaborative professional learning.

The study will be beneficial to beginning teachers because the findings may contribute to improved mentoring arrangements within their schools. Effective mentoring may assist them in developing classroom-management skills, instructional competence, assessment practices, professional confidence and reflective teaching abilities.

The study will also be useful to teacher-training institutions and professional-development providers. Findings from the study may reveal areas of difficulty experienced by beginning teachers after entering the profession and thereby inform the design of induction programmes, professional-development activities and school-based learning initiatives.

Finally, the study will contribute to existing academic literature on teacher mentoring and professional development in Nigeria. By focusing specifically on beginning teachers in public secondary schools in Abeokuta South, the study will provide localised evidence that can complement existing Nigerian and international research on teacher induction and mentoring.

1.7 Scope of the Study

The study focuses on Teacher Mentoring Programmes and Professional Development among Beginning Teachers, with particular reference to public secondary schools in Abeokuta South Local Government Area of Ogun State.

The content scope of the study covers four dimensions of teacher mentoring programmes: mentor–mentee guidance and support, classroom observation and feedback, professional coaching and instructional assistance, and collaborative learning and peer support. Professional development will be considered in terms of improvements in instructional competence, classroom-management skills, assessment practices, professional confidence and reflective teaching practice.

The geographical scope is limited to public secondary schools in Abeokuta South Local Government Area of Ogun State, Nigeria. The study will focus on beginning teachers in the selected public secondary schools and will not extend to private secondary schools or teachers who are no longer in the early stage of their teaching careers.

1.8 Operational Definition of Terms

Teacher Mentoring Programme: A structured or semi-structured school-based arrangement through which experienced teachers provide professional guidance, support, feedback and assistance to beginning teachers.

Teacher Mentor: An experienced teacher who provides professional guidance, encouragement, feedback and practical assistance to a less experienced teacher.

Beginning Teacher: A teacher in the early stage of professional teaching who is still developing the practical knowledge, skills, confidence and professional competence required for effective independent teaching.

Professional Development: The continuous process through which teachers improve their professional knowledge, instructional skills, classroom practices, attitudes and competencies.

Mentor–Mentee Guidance: Professional assistance provided by an experienced teacher to a beginning teacher through advice, discussion, demonstration, problem-solving and regular professional interaction.

Classroom Observation: The systematic observation of a teacher’s classroom activities for the purpose of identifying strengths, areas for improvement and opportunities for professional learning.

Feedback: Constructive information provided to a beginning teacher concerning his or her teaching practices and performance, including suggestions for improvement.

Professional Coaching: A developmental process through which an experienced teacher assists a beginning teacher to improve particular professional or instructional competencies through goal-setting, practice, reflection and feedback.

Instructional Assistance: Practical support provided to a beginning teacher concerning lesson planning, instructional methods, classroom management, assessment and the use of teaching resources.

Collaborative Learning: A process through which teachers learn collectively by sharing experiences, discussing instructional problems, exchanging ideas and developing solutions.

Peer Support: Professional assistance, encouragement and knowledge exchanged among teachers working within the same school or professional environment.

1.9 Organisation of the Study

The study will be organised into five chapters.

Chapter One presents the introduction, background to the study, statement of the problem, objectives of the study, research questions, research hypothesis, significance of the study, scope of the study and operational definition of terms.

Chapter Two will review relevant literature on teacher mentoring programmes and professional development. It will comprise the conceptual review, theoretical review, empirical review and identified gap in the literature.

Chapter Three will present the research methodology, including the research design, area of the study, population, sample size and sampling technique, research instrument, validity and reliability of the instrument, method of data collection and method of data analysis.

Chapter Four will present the analysis and interpretation of data obtained from respondents. The research questions will be answered and the research hypothesis will be tested at the 0.05 level of significance.

Chapter Five will present the summary of findings, conclusion and recommendations. Suggestions for further research will also be provided.

Project – Teacher Mentoring Programmes and Professional Development among Beginning Teachers: A Study of Public Secondary Schools in Abeokuta South, Ogun State