Understanding the benefits and barriers of school-based mentoring in South Africa
Botha, Lynette (2023)
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2023121135968
https://urn.fi/URN:NBN:fi:amk-2023121135968
Tiivistelmä
The aim of this study was to investigate the reasons behind the limited practice of mentoring in South African schools, despite the many benefits it offers. The research questions explored the personal, systemic and social constraints that hinder mentoring in primary and secondary schools. These findings provide valuable information for educational leaders to implement mentoring strategies.
Employing a pragmatic, mixed-methods approach to gather data from 154 teachers in South African primary and secondary schools. Utilizing quantitative and qualitative questionnaire provided a comprehensive view of current mentoring practices, using an online platform for its ease of use and efficient statistical compilation. The analysis identified key themes, including challenges experienced in organizational, resourcing, and cultural barriers. The study aligns with existing literature which reflects not only South African, but also global mentoring practices.
The survey revealed significant personal, systemic, and social constraints in mentoring. Noteworthy results included 42.9% of respondents claiming lack of interest in mentoring as a significant barrier. Other barriers included time constraints, cultural and language barriers, and a lack of accountability. Prominent systemic constraints included administrative burdens and resource limitations, specifically financial constraints (53.2%) and lack of funding and training (47.4%). Social constraints that were highlighted include societal attitudes that undervalue teaching, and dynamics such as age, gender, and racial barriers.
This research provides valuable contributions to the field of educational mentoring in South Africa and globally, complimenting existing research. It offers specific insights into the constraints of mentoring, which can be used for practical application. These findings are valuable for future research as a framework for more nuanced studies in similar contexts. The research further highlights the importance of mentorship in addressing issues such as novice teacher attrition and experienced teachers retiring. The broad range of respondents from across South Africa adds depth to the study, revealing the complexities of mentoring at different career stages. This research potentially contributes to the global dialogue on educational mentoring. By fostering a supportive mentoring culture, this research may lead to improved teacher satisfaction and effectiveness, with the potential to transform the educational landscape in South Africa.
Employing a pragmatic, mixed-methods approach to gather data from 154 teachers in South African primary and secondary schools. Utilizing quantitative and qualitative questionnaire provided a comprehensive view of current mentoring practices, using an online platform for its ease of use and efficient statistical compilation. The analysis identified key themes, including challenges experienced in organizational, resourcing, and cultural barriers. The study aligns with existing literature which reflects not only South African, but also global mentoring practices.
The survey revealed significant personal, systemic, and social constraints in mentoring. Noteworthy results included 42.9% of respondents claiming lack of interest in mentoring as a significant barrier. Other barriers included time constraints, cultural and language barriers, and a lack of accountability. Prominent systemic constraints included administrative burdens and resource limitations, specifically financial constraints (53.2%) and lack of funding and training (47.4%). Social constraints that were highlighted include societal attitudes that undervalue teaching, and dynamics such as age, gender, and racial barriers.
This research provides valuable contributions to the field of educational mentoring in South Africa and globally, complimenting existing research. It offers specific insights into the constraints of mentoring, which can be used for practical application. These findings are valuable for future research as a framework for more nuanced studies in similar contexts. The research further highlights the importance of mentorship in addressing issues such as novice teacher attrition and experienced teachers retiring. The broad range of respondents from across South Africa adds depth to the study, revealing the complexities of mentoring at different career stages. This research potentially contributes to the global dialogue on educational mentoring. By fostering a supportive mentoring culture, this research may lead to improved teacher satisfaction and effectiveness, with the potential to transform the educational landscape in South Africa.