Effect of Mentoring on Effectiveness of Primary School Teachers in Plateau State, Nigeria

With the growing emphasis on mentoring in educational systems, mentoring is viewed as a critical support mechanism for enhancing teaching practices, especially for novice teachers. This study examines the effect of mentoring in enhancing teachers ‘effectiveness, especially focusing on pedagogical content knowledge, classroom management skills, and professional development and growth among primary school teachers in Plateau State, Nigeria. The research adopts a descriptive survey design to assess the impact of mentoring programme on primary school teachers in Plateau State. The population consisted of 15,790 teachers across various primary schools in Plateau State and was selected using stratified random sampling techniques to ensure representation across different educational authorities. Data were collected through structured questionnaires designed to measure the impact of mentoring on the identified dependent variables. Data analysis was conducted using descriptive statistics, including mean scores and standard deviation; regression analysis was used to test the research hypotheses. The finding revealed that mentoring significantly improves teachers understanding of subject content, classroom management strategies, and their engagement in professional growth activities. The study concludes that effective mentoring programs are essential for improving teacher quality and student outcomes. The implications of the research suggest that formalised mentoring programmes should be integrated into teacher development frameworks to foster long-term growth and classroom success. It recommended that educational authorities implement structured mentoring programmes to provide continuous professional support, with a focus on both instructional practices and classroom management.