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Survey of mentors’ roles in guiding and supporting novice teachers in Dangila district elementary schools, Ethiopia

The purpose of this study was to assess the roles and responsibilities of mentors in guiding and supporting novice teachers in primary schools of Dangila district. In doing so, an attempt was made to answer the basic questions; Do mentors guide and support novice teachers effectively? What are the conditions that affect the mentoring relationship between mentors and novice teachers? Is there a healthy relationship between mentors and novice teachers? And what are the major problems facing novice teachers? The method used to conduct this study was descriptive survey. Fourteen primary schools in Dangila district were selected using a simple random technique. Before dispatching the questionnaires, a pilot test was conducted and proved by using an alpha coefficient. Its’ internal consistency was 0.85. Mentors, novice teachers and principal respondents were selected randomly to fill out the questionnaire properly. Data gathered from 33 mentors, 63 novice teachers and 14 principals were analysed and interpreted. Furthermore, a portfolio of novice teachers and information obtained through observation was incorporated. The findings of the study indicated that mentors did not guide and support novice teachers effectively, although mentors seem good in knowing their roles and responsibilities. Absence of training, shortage of time and logistic, lack of interest, few numbers of experienced teachers in remote schools and absence of planned regular meeting were identified as crucial factors that affect the mentoring relationship. The relationship between mentors and novice teachers was found good. Accommodating students’ differences, ineffective evaluation and absence of well-developed content knowledge were identified as a problem facing the novice teachers. Providing mentoring training, encouraging experienced teachers to retain in the remote schools for longer years, appropriate support by district expert and sharing experience from experienced teachers are some of the possible solutions. 
Keywords: Elementary school, guiding and supporting, mentoring, mentors, novice teacher.