Teacher mentorship and support: a methodological approach to enhance community of learners in secondary schools in Tanzania

Purpose This study examined the impact of teacher mentorship and support on enhancing the community of teachers as learners through a school-based in-service training model aimed at influencing student learning. Specifically, it examined mentorship practices and the support provided to mathematics teachers in secondary schools to enhance their teaching competencies. It also investigated the methods employed during teacher mentorship and support to facilitate collaborative learning across various learning communities linked to schools. Design/methodology/approach The study employed a qualitative research approach and a case study design, using in-depth interviews and focus group discussions to gather data that were thematically analysed. Findings The study revealed that participation in the in-service training initiative enabled mathematics teachers to form learning communities with their mentors, colleagues, students, and the wider community of educational professionals. Teachers had opportunities to participate in mentorship activities, both in person and virtually, utilizing social media platforms. It was also found that a structured mentorship programme, grounded in a clear framework, could support teachers in mastering collaborative learning, thereby improving their teaching practices and assessment strategies. Practical implications When considering the contribution of mentoring practices to promote teachers’ and students’ learning, schools need to create frameworks that facilitate teacher learning through their communities. Furthermore, the teaching model ought to be incorporated into the professional development initiatives currently in place in various schools across Tanzania. Originality/value A key outcome is that mentoring through communities of learners proved beneficial in improving classroom practices by enhancing teachers’ competence in innovative pedagogy and mastery of subject matter, as well as strengthening collaborative learning.