Author(s)

John Bismarck Okumu^1*, Tom Henry Ogwang^2*, George Opio^3*

¹Department of Curriculum, Educational Technology and Media, Faculty of Education and Humanities, Gulu University, Gulu, Uganda.
²Department of English and Literature, Faculty of Education and Humanities, Gulu University, Gulu, Uganda.
³Department of Educational Psychology, Faculty of Education and Humanities, Gulu University, Gulu, Uganda.

This paper investigates the challenges faced in mentoring and its implications for teacher effectiveness in Government-aided secondary schools in the Acholi sub-region in Uganda. The study used a descriptive, cross sectional research design within a focus on government aided secondary schools in the Acholi sub-region. It was found that mentoring faces challenges such as limited time, teachers’ negative attitudes, lack of motivation and poor relationship between teachers and administrators, which leads teachers to distance themselves from mentors and avoid mentoring sessions, thus impacting on teacher effectiveness. The study recommends that education stakeholders should emphasize mentoring to enhance quality education at all levels in Government-aided secondary schools. Government should institutionalize the mentoring process to change teachers mind set on mentoring and improve quality mentoring training.

Mentoring, Challenges, Implications, Effectiveness, Teachers, Secondary Schools

Okumu, J. , Ogwang, T. and Opio, G. (2023) An Exploration of Issues That Affect Mentoring and Teacher Effectiveness in Government Aided Secondary Schools in the Acholi Sub-Region. Creative Education, 14, 1496-1508. doi: 10.4236/ce.2023.147095.