Impact of Facilitated Mentoring on Practices and Attributes of Science Teachers: Empirical Evidence from Primary School Context

Abstract

The study aims to investigate the impact of facilitated mentoring on science teachers’ practices and attributes in primary schools. The paper also focuses to examine the difference of facilitated mentoring perceived effect on primary science teachers’ practices and attributes with regards to gender and sector. The primary school science teachers from public and private schools of Johar Town, Lahore were included in the population. The sample size consisted of 200 science teachers, out of which 100 were from public and 100 were from private primary schools. Further, 88 were male and 112 were female. This research implies quantitative method, data was collected using structured questionnaire based on five key factors to check perceived effect of facilitated mentoring on the primary school science teachers’ practices and attributes. The results showed that facilitated mentoring has moderate effect on the attribute and practices of science teachers. The effect of facilitated mentoring on the science teachers’ practice of ‘Modeling’ in private and public primary schools is significantly different. Further, the effect of facilitated mentoring on the science teachers’ practice of ‘Modeling’ with reference to gender is significantly different. It is suggested that the teachers’ facilitated mentorship program needs to be thoroughly examined and improved to make it effective, so that it could influence the science teachers’ practices and attributes. This may in turn influence the students’ performance positively along with improving the school performance.