The Influence of Mentorship Programmes on Teaching Quality in Iringa Municipality

Abstract

This study aimed to assess the influence of mentorship programmes on teaching quality in Iringa Municipality, Tanzania. The theory which guided this study is Social Constructivist Theory, primarily developed by Jean Piaget and Lev Vygotsky. The study was guided by a mixed research approach with a convergent research design. Simple random and purposive sampling techniques were adopted to select the participants of the study from four (4) selected public secondary schools in Iringa Municipality. Qualitative data were analyzed thematically, while quantitative data were analyzed by using statistical package for social science (SPSS) 29.0 version. The findings of the study revealed that mentorship programmes influence the teaching quality. Teachers who participated in mentorship activities reported significant improvements in their professional practice. Mentorship was found to enhance lesson planning skills, and contributed to improved teaching effectiveness, particularly by enabling teachers to adopt learner-centered approaches that actively engage students in the learning process. Based on the results obtained in the study, it concluded that mentorship has transformative potential if it is designed and implemented with clear objectives, sufficient resources and accountability mechanisms. Thus, mentorship should be viewed not only as a tool for professional growth but also as a strategic intervention for systemic improvement in teaching quality. Therefore, it is recommended that mentorship will only achieve its full potential if it is backed by strong institutional support, adequate resources and active engagement from all stakeholders. School leaders, policymakers, government authorities and teachers must work collaboratively to strengthen mentorship programmes as a sustainable mechanism for enhancing teaching quality in public secondary schools.