Implementation of District Teacher Educators’ Mentoring Practices for Primary School Teachers

Abstract

In modern era, the perception of mentoring has found application in almost every medium of knowledge. In education, mentor is frequently used synonymously with faculty counselor. The study is determined to explore the implementation of district teacher educators’ mentoring practices for primary school teachers in Northern Punjab. It was estimated that research study and consequences of this research study could be helpful for policy makers and educationists. The study “implementation of district teacher educators’ mentoring practices for primary school teachers” suggested quantitative research method for exploring the objectives of the study. It was descriptive in nature. All the district teacher educators (DTEs) and primary school teachers (PSTs) working in the department of education in northern Punjab were included as population of the study. Questionnaire was used as research instrument for data collection. The study found that most of the DTEs and PSTs significantly agreed that teachers maintain teacher’s diary regularly. The findings suggest a generally positive reception and implementation of mentoring practices by DTEs and PSTs, particularly in areas such as maintaining diaries, preparing lesson plans, teaching according to plans, and assessing students. However, some aspects, like using certain teaching aids and Head Teachers' guidance, may require further attention and development in the mentoring program.