Mentors' Attitudes of Mentoring Student Teachers During Teaching Practice Session

• In Event: Moscone Center West Roundtable Session 12
  In Roundtable Session: Using Large Data Sets and Surveys to Understand Teachers' Experiences

Abstract

This is a quantitative study of the school-based mentors’ attitude towards mentoring student teachers. The aims were to investigate whether the perceptions of school based mentors differ significantly according to variables such as gender, qualifications, teaching experience and the phases they teach. The study used a descriptive design method. Purposive sampling was used to select 200 mentors who participated in the study. The results indicated that these variables except for one did not affect mentors’ attitudes about their role. The study is important because it is the first study that has explored four variables that could affect the way mentors view their role.

Author

• Nontobeko Prudence Khumalo, University of Zululand