Effectiveness of a Structured Mentoring Program on the Self-Efficacy of the Newly Qualified Mathematics Teachers (NQMTs): Acase of Selected Schools in Kabwe District of Central Province of Zambia

This paper has one objective. It sets out to investigate the impact of a structured mentoring program on the self-efficacy of Newly Qualified Mathematics Teachers (NQMTs) in selected secondary schools of Kabwe District in Zambia. For purposes of this paper, a newly qualified mathematics teacher will mean a teacher who has taught for not more than two years. The research employed a quantitative research study design. The data was collected by using a sense of self-efficacy scale. Data was later analysed using the Statistical Package for Social Science (SPSS v25) to generate statistical figures and descriptive tables. The findings of the study revealed that the use of a structured mentoring program enhanced the levels of self-efficacy of Newly Qualified Mathematics Teachers. The structured mentoring program performed better than the unstructured mentoring program, and as such, it was recommended that the Ministry of Education consider adopting the structured mentoring program because of its effectiveness on the self-efficacy of newly qualified mathematics teachers.