Relevance of School-Based Mentorship and Support on Mathematics Teachers’ Competences in Tanzania: Stakeholders’ Perspectives

Abstract

Teacher mentorship has been increasingly gaining popularity in recent years among experts in the field of education. This study examined the relevance of school-based mentorship and support on Mathematics teachers’ competence in nine regions in Tanzania. A total of 700 (46 per cent, female) educational stakeholders - mathematics teachers and tutors, secondary school students, and other educational leaders participated in the study. The findings indicated that over time, stakeholders’ understanding of mentorship and support was improved. This was realised during the midterm review when they started indicating a specific but broader conceptualisation of mentorship as an ongoing practice that can be done virtually or in person, between a knowledgeable teacher and a novice one. Furthermore, the findings highlighted that teacher mentorship and support improved their knowledge and skills, promoted teachers’ attitudes towards mathematics and improved students’ performance in Mathematics. The findings call for improved school-based mentorship and support practices to improve teacher practices and promote students’ performance.