Mentorship in Terms of Professional Practice and Teachers’ Job Performance in Public Secondary Schools in Cross River State, Nigeria

Dr Edwin O. Bassey & Dr Bernard D. Otu


This study adopted Ex-post facto design to investigate the influence of mentorship in terms professional practice on teachers’ job performance in public secondary schools in Cross River State, Nigeria. To achieve the aim of this study, one hypothesis was formulated to direct the study. A sample of seven hundred and eleven teachers’ was randomly selected for the study. The selection was done through the stratified and simple random sampling techniques. The questionnaire titled Mentorship and Teachers’ Job Performance Questionnaire (MJPQ) was the instrument used for data collection. The instrument was subjected to face validation by experts in Research and statistics. The reliability estimate of the instrument was established through Cronbach alpha reliability method and the reliability coefficient ranges from 0.71 to 0.88. Oneway analysis of variance (ANOVA) was adopted to test the hypothesis. The hypothesis was tested at .05 level of significance. The result of the analysis revealed that mentorship in terms of psychosocial support has a significant influence on teachers’ job performance. Based on the results and findings of the study, it was recommended that mentorship should be adopted in school so as to develop a good learning environment that can help the teachers’ to acquire more skills on teaching.

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