Abstract:
This study employed a phenomenology design to explore how the mentoring arrangements
in place in the Gbewaa and St. John Bosco Colleges of Education (CoEs) were helping
newly appointed tutors to settle into their job roles and how it promotes effective teaching
and learning. The census sampling technique was used to get 24 participants; 10 mentors,
and 14 mentees for the study. Two in-depth interview guides were designed; one for the
mentors and the other for mentees. Data were analyzed using inductive content techniques.
The study found that different benefits of mentoring are accrued to mentors and mentees in
the dyadic relationship in the two Colleges of education. The mentors enjoy social capital,
acquisition of managerial skills, and intrinsic satisfaction. On the other hand, the mentees
gain psycho-social and career advancement benefits. Furthermore, the study found that the
mentorship arrangements had two dimensions of impact on tutors in the two Colleges.
These include impacts on the teaching activities and impacts on the personal abilities of
tutors. With the former dimensions of impacts, mentoring positively affected the teaching
methods, assessments of students, and the tutor’s relationship with students and colleagues.
Whereas with the latter, the mentorship enabled tutors to have control over the classroom
as well as improve personal abilities. Based on the findings of the study, the study
concludes that more independent and self-motivated managers are produced from the side
of the mentors and well-trained and progressive staff are produced from the side of the
mentees. The study further concludes that there is improvement in the methods of teaching,
students and tutor’s relationship, and improvement in the confidence level of the mentees.
The study, therefore, recommends that the management of the two Colleges should
formalize the mentorship program so that every tutor that is posted here should be mentored
because the mentorship will improve their teaching activities and personal abilities.
