The Challenges of Mentors of the Student’s Teachers (Mentees) Under the Supported Teaching in Schools (STS) Program

Salifu Yakubu; Haruna Abdul Karim; Zibreal Sandawey Salifu; Shaibu Issah Abdulmumin

doi:doi:10.11648/j.tecs.20230803.16

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The Challenges of Mentors of the Student’s Teachers (Mentees) Under the Supported Teaching in Schools (STS) Program

Salifu Yakubu, Haruna Abdul Karim, Zibreal Sandawey Salifu, Shaibu Issah Abdulmumin

Published in Teacher Education and Curriculum Studies (Volume 8, Issue 3)

Received: 6 July 2023 Accepted: 20 July 2023 Published: 9 August 2023

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Abstract

This paper highlighted the challenges of mentors of the student’s teachers (Mentees) under the Supported Teaching in Schools (STS) program that has been introduced into the Colleges of Education in Ghana as part of the new B. Ed. curriculum. The study employed a descriptive survey to find out the perception of mentors in partner schools towards the STS program and some of the challenges affecting the mentors in the East Mamprusi Municipality in the North-East region of Ghana. A sample of 66 mentors, comprising 33 of each sex, was selected from the partner schools of Gambaga College of Education and surveyed using questionnaires. The data was analysed using both descriptive and inferential statistics. The findings, among other thofgs, revealed that even though the STS program is rated highly across the ranks in GES, mentors with higher ranks rated the STS program higher than their juniors. The findings also further revealed that some of the challenges affecting the mentors include a lack of financial and other incentives, a lack of TLS, and a lack of proper orientation. Consequently, it is recommended that stakeholders offer mentors the necessary incentives and also create an avenue to educate mentors to embed STS program as part of their routine professional discourse. Periodic orientation must be provided to the mentors, and the partner schools must be equipped with appropriate TLMs.

Published in	Teacher Education and Curriculum Studies (Volume 8, Issue 3)
DOI	10.11648/j.tecs.20230803.16
Page(s)	153-159
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2023. Published by Science Publishing Group

Keywords

Supported Teaching in Schools, Ranks, Mentors, Partner Schools

References

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APA Style

Salifu Yakubu, Haruna Abdul Karim, Zibreal Sandawey Salifu, Shaibu Issah Abdulmumin. (2023). The Challenges of Mentors of the Student’s Teachers (Mentees) Under the Supported Teaching in Schools (STS) Program. Teacher Education and Curriculum Studies, 8(3), 153-159. https://doi.org/10.11648/j.tecs.20230803.16

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ACS Style

Salifu Yakubu; Haruna Abdul Karim; Zibreal Sandawey Salifu; Shaibu Issah Abdulmumin. The Challenges of Mentors of the Student’s Teachers (Mentees) Under the Supported Teaching in Schools (STS) Program. Teach. Educ. Curric. Stud. 2023, 8(3), 153-159. doi: 10.11648/j.tecs.20230803.16

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AMA Style

Salifu Yakubu, Haruna Abdul Karim, Zibreal Sandawey Salifu, Shaibu Issah Abdulmumin. The Challenges of Mentors of the Student’s Teachers (Mentees) Under the Supported Teaching in Schools (STS) Program. Teach Educ Curric Stud. 2023;8(3):153-159. doi: 10.11648/j.tecs.20230803.16

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@article{10.11648/j.tecs.20230803.16,
  author = {Salifu Yakubu and Haruna Abdul Karim and Zibreal Sandawey Salifu and Shaibu Issah Abdulmumin},
  title = {The Challenges of Mentors of the Student’s Teachers (Mentees) Under the Supported Teaching in Schools (STS) Program},
  journal = {Teacher Education and Curriculum Studies},
  volume = {8},
  number = {3},
  pages = {153-159},
  doi = {10.11648/j.tecs.20230803.16},
  url = {https://doi.org/10.11648/j.tecs.20230803.16},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20230803.16},
  abstract = {This paper highlighted the challenges of mentors of the student’s teachers (Mentees) under the Supported Teaching in Schools (STS) program that has been introduced into the Colleges of Education in Ghana as part of the new B. Ed. curriculum. The study employed a descriptive survey to find out the perception of mentors in partner schools towards the STS program and some of the challenges affecting the mentors in the East Mamprusi Municipality in the North-East region of Ghana. A sample of 66 mentors, comprising 33 of each sex, was selected from the partner schools of Gambaga College of Education and surveyed using questionnaires. The data was analysed using both descriptive and inferential statistics. The findings, among other thofgs, revealed that even though the STS program is rated highly across the ranks in GES, mentors with higher ranks rated the STS program higher than their juniors. The findings also further revealed that some of the challenges affecting the mentors include a lack of financial and other incentives, a lack of TLS, and a lack of proper orientation. Consequently, it is recommended that stakeholders offer mentors the necessary incentives and also create an avenue to educate mentors to embed STS program as part of their routine professional discourse. Periodic orientation must be provided to the mentors, and the partner schools must be equipped with appropriate TLMs.},
 year = {2023}
}

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T1  - The Challenges of Mentors of the Student’s Teachers (Mentees) Under the Supported Teaching in Schools (STS) Program
AU  - Salifu Yakubu
AU  - Haruna Abdul Karim
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DO  - 10.11648/j.tecs.20230803.16
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AB  - This paper highlighted the challenges of mentors of the student’s teachers (Mentees) under the Supported Teaching in Schools (STS) program that has been introduced into the Colleges of Education in Ghana as part of the new B. Ed. curriculum. The study employed a descriptive survey to find out the perception of mentors in partner schools towards the STS program and some of the challenges affecting the mentors in the East Mamprusi Municipality in the North-East region of Ghana. A sample of 66 mentors, comprising 33 of each sex, was selected from the partner schools of Gambaga College of Education and surveyed using questionnaires. The data was analysed using both descriptive and inferential statistics. The findings, among other thofgs, revealed that even though the STS program is rated highly across the ranks in GES, mentors with higher ranks rated the STS program higher than their juniors. The findings also further revealed that some of the challenges affecting the mentors include a lack of financial and other incentives, a lack of TLS, and a lack of proper orientation. Consequently, it is recommended that stakeholders offer mentors the necessary incentives and also create an avenue to educate mentors to embed STS program as part of their routine professional discourse. Periodic orientation must be provided to the mentors, and the partner schools must be equipped with appropriate TLMs.
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Author Information

Salifu Yakubu

Department of Social Sciences, Gambaga College of Education, Gambaga, Ghana
Haruna Abdul Karim

Department of Mathematics, Gambaga College of Education, Gambaga, Ghana
Zibreal Sandawey Salifu

Department of Educational Studies, Gambaga College of Education, Gambaga, Ghana
Shaibu Issah Abdulmumin

Department of General Studies, Gambaga College of Education, Gambaga, Ghana

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APA Style

Salifu Yakubu, Haruna Abdul Karim, Zibreal Sandawey Salifu, Shaibu Issah Abdulmumin. (2023). The Challenges of Mentors of the Student’s Teachers (Mentees) Under the Supported Teaching in Schools (STS) Program. Teacher Education and Curriculum Studies, 8(3), 153-159. https://doi.org/10.11648/j.tecs.20230803.16

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ACS Style

Salifu Yakubu; Haruna Abdul Karim; Zibreal Sandawey Salifu; Shaibu Issah Abdulmumin. The Challenges of Mentors of the Student’s Teachers (Mentees) Under the Supported Teaching in Schools (STS) Program. Teach. Educ. Curric. Stud. 2023, 8(3), 153-159. doi: 10.11648/j.tecs.20230803.16

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AMA Style

Salifu Yakubu, Haruna Abdul Karim, Zibreal Sandawey Salifu, Shaibu Issah Abdulmumin. The Challenges of Mentors of the Student’s Teachers (Mentees) Under the Supported Teaching in Schools (STS) Program. Teach Educ Curric Stud. 2023;8(3):153-159. doi: 10.11648/j.tecs.20230803.16

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@article{10.11648/j.tecs.20230803.16,
  author = {Salifu Yakubu and Haruna Abdul Karim and Zibreal Sandawey Salifu and Shaibu Issah Abdulmumin},
  title = {The Challenges of Mentors of the Student’s Teachers (Mentees) Under the Supported Teaching in Schools (STS) Program},
  journal = {Teacher Education and Curriculum Studies},
  volume = {8},
  number = {3},
  pages = {153-159},
  doi = {10.11648/j.tecs.20230803.16},
  url = {https://doi.org/10.11648/j.tecs.20230803.16},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20230803.16},
  abstract = {This paper highlighted the challenges of mentors of the student’s teachers (Mentees) under the Supported Teaching in Schools (STS) program that has been introduced into the Colleges of Education in Ghana as part of the new B. Ed. curriculum. The study employed a descriptive survey to find out the perception of mentors in partner schools towards the STS program and some of the challenges affecting the mentors in the East Mamprusi Municipality in the North-East region of Ghana. A sample of 66 mentors, comprising 33 of each sex, was selected from the partner schools of Gambaga College of Education and surveyed using questionnaires. The data was analysed using both descriptive and inferential statistics. The findings, among other thofgs, revealed that even though the STS program is rated highly across the ranks in GES, mentors with higher ranks rated the STS program higher than their juniors. The findings also further revealed that some of the challenges affecting the mentors include a lack of financial and other incentives, a lack of TLS, and a lack of proper orientation. Consequently, it is recommended that stakeholders offer mentors the necessary incentives and also create an avenue to educate mentors to embed STS program as part of their routine professional discourse. Periodic orientation must be provided to the mentors, and the partner schools must be equipped with appropriate TLMs.},
 year = {2023}
}

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TY  - JOUR
T1  - The Challenges of Mentors of the Student’s Teachers (Mentees) Under the Supported Teaching in Schools (STS) Program
AU  - Salifu Yakubu
AU  - Haruna Abdul Karim
AU  - Zibreal Sandawey Salifu
AU  - Shaibu Issah Abdulmumin
Y1  - 2023/08/09
PY  - 2023
N1  - https://doi.org/10.11648/j.tecs.20230803.16
DO  - 10.11648/j.tecs.20230803.16
T2  - Teacher Education and Curriculum Studies
JF  - Teacher Education and Curriculum Studies
JO  - Teacher Education and Curriculum Studies
SP  - 153
EP  - 159
PB  - Science Publishing Group
SN  - 2575-4971
UR  - https://doi.org/10.11648/j.tecs.20230803.16
AB  - This paper highlighted the challenges of mentors of the student’s teachers (Mentees) under the Supported Teaching in Schools (STS) program that has been introduced into the Colleges of Education in Ghana as part of the new B. Ed. curriculum. The study employed a descriptive survey to find out the perception of mentors in partner schools towards the STS program and some of the challenges affecting the mentors in the East Mamprusi Municipality in the North-East region of Ghana. A sample of 66 mentors, comprising 33 of each sex, was selected from the partner schools of Gambaga College of Education and surveyed using questionnaires. The data was analysed using both descriptive and inferential statistics. The findings, among other thofgs, revealed that even though the STS program is rated highly across the ranks in GES, mentors with higher ranks rated the STS program higher than their juniors. The findings also further revealed that some of the challenges affecting the mentors include a lack of financial and other incentives, a lack of TLS, and a lack of proper orientation. Consequently, it is recommended that stakeholders offer mentors the necessary incentives and also create an avenue to educate mentors to embed STS program as part of their routine professional discourse. Periodic orientation must be provided to the mentors, and the partner schools must be equipped with appropriate TLMs.
VL  - 8
IS  - 3
ER  -

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