Key Stakeholders’ Perceptions Regarding Role of Mentors in Primary Schools

Dr. Farrukh Munir; Dr. Misbah Akhtar; Syeda Tehmina Naz Bukhari

doi:10.36902/sjesr-vol4-iss1-2021(469-476)

Dr. Farrukh Munir Lecturer, Institute of Education and Research, University of the Punjab, Lahore Pakistan
Dr. Misbah Akhtar Assistant Professor, Department of Educational Training. The Islamia University of Bahawalpur, Pakistan, Bahawalnagar Campus
Syeda Tehmina Naz Bukhari Assistant Professor, Department of Education, the Islamia University of Bahawalpur, Pakistan

DOI: https://doi.org/10.36902/sjesr-vol4-iss1-2021(469-476)

Keywords: CPD, Mentors, Teachers, Primary Schools

Abstract

The paper aimed to examine part of mentors in the primary schools under the eyes of key stakeholders, the teachers of primary schools (TPSs). This study was carried out in one major district of the Punjab Province. The mixed-methods approach was used to meet the objectives of the study. The population of the research work was all TPSs in the district under study. The study sample was comprised of 1127 TPSs selected through random sampling in layers. Quantitative data was collected on a self-developed structured questionnaire while qualitative data was taken through semi-structured interview protocols from the 32 participants by convenient sampling. Descriptive statistics was employed for analyzing the data through qualitative analytical techniques for the explanation of qualitative data. The results of this research work explored most of the mentoring services of the District teacher educators’ were unsatisfactory. The authoritative behavior, less attention towards instructing, and lack of confidence were the key issues of coaching and mentoring. The results of this research work can be supportive in improving the current practices of the mentors for better results of the CPD framework.