Management of Teachers’ Mentoring Practices for Retention in Secondary Schools in Cross River State, Nigeria

Abstract

This study examined mentoring and teacher retention in public secondary schools in Cross River State, Nigeria. Adopting a descriptive survey research design, the study aimed to assess the implementation, influence, challenges, and strategic responses related to mentoring and its impact on teacher retention. A stratified random sampling technique was used to select 600 teachers from a population of 5,978, ensuring proportional representation across the three senatorial districts and between rural and urban schools. Two validated instruments the Mentoring Practices Assessment Questionnaire (MPAQ) and the Teacher Retention Inventory Scale (TRIS) were employed for data collection, both demonstrating high reliability with Cronbach’s alpha coefficients of 0.87 and 0.90 respectively. Data were analyzed using descriptive statistics and t-tests. Results indicate poor implementation of mentoring programs, minimal influence on teacher retention, and significant challenges, including a lack of formal policies and inadequate training for mentors. The findings emphasize the need for strategic interventions, such as institutionalizing comprehensive mentoring frameworks and enhancing administrative support, to improve teacher retention and professional development in the region. In conclusion, mentoring remains a crucial yet underutilized tool for enhancing teacher retention, requiring systemic reforms to address the identified gaps. The Ministry of Education should prioritize the development and enforcement of a state-wide mentoring policy to standardize practices and ensure equitable implementation across all public secondary schools.