Author: Lucas Mzelela John (University of Dar es Salaam, Tanzania), Johnson Muchunguzi Ishengoma (University of Dar es Salaam, Tanzania) and Eugenia Joseph Kafanabo (University of Dar es Salaam, Tanzania)
Abstract: The study aimed to explore trends in the mentoring of beginning teachers to enhance pedagogical skills in selected government secondary schools in the Rukwa Region, Tanzania. The study employed the qualitative research approach and the exploratory single case study design. Through purposive criterion sampling, the study involved 15 beginning teachers, 28 experienced teachers, and 11 Heads of Departments, following their roles and responsibilities of coaching, mentoring, guiding, counselling, supervising, assessing, and providing mentorship. The study further included seven heads of school and two District Secondary Education Officers, selected through purposive sampling. The study revealed that the effectiveness and achievement of mentorship practices in secondary schools depended on personal passion and commitment of both beginning teachers and experienced teachers. The positive regard of heads of schools and education officials towards mentorship triggered mentoring practices. The study recommended that it is vital for the ministries responsible to institutionalise school-based mentorship programs by releasing policies, enacting laws, and producing circulars and guidelines to enforce schools implement mentoring in specific and systematic procedures. The study also recommended that authorities should develop common assessment tools for assessing mentorship progress among beginning teachers across schools.