Journal of Education and Human Development

Mentoring Practices and Lecturers’ Teaching Effectiveness in Universities
Uduak Imo Ekpoh, Sarah InyangUkot

Abstract
The study investigated the relationship between mentoring practices and lecturers’ teaching effectiveness in Universities in Cross River State, Nigeria. Two hundred respondents were drawn from a population 0f 1149 lecturers and used as the study sample. A correlation research design was adopted for the study. Three research hypotheses were raised to guide the study. Two research instruments titled Mentoring Practices Questionnaire (MPQ)” and “Lecturers Teaching Effectiveness Questionnaire (LTEQ)" were developed and validated for data collection. The items in the two instruments were weighted on a 4-point response scale. The reliability of the instruments using Cronbach Alpha method were 0.85 and 0.83 respectively. Data collected were analyzed using Pearson Product Moment Correlation. The hypotheses were tested at 0.05 level of significance. Results of data analysis revealed that research mentoring, administrative mentoring and mentor-mentee relationship were significantly related to lecturers’ effectiveness in terms of lesson presentation, teaching method and students’ assessment. Recommendations were made, among which was that mentoring for newly appointed lecturers should be encouraged and instituted in universities on formal basis.

Full Text: PDF     DOI: 10.15640/jehd.v8n4a15