A Survey of Mentoring Functions in Career Development as Perceived by Academic Staff in Colleges of Education in Sokoto State, Nigeria
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Abstract
This study analyzed the mentoring functions of academic staff in Colleges of Education Sokoto State. Four mentoring functions (role modeling, observation and feedback, professional development plans and informal contact) were identified in the literature. A previous questionnaire was used to measure the extent to which lecturers practiced each mentoring function. The instrument was divided into two sections: A and B. Section A focus on the respondents’ personal data such as Rank, Educational Qualification and Department. Section B consists of twenty (20) items 5 questions for each of the four mentoring functions. Findings indicated that lecturers in colleges of education were practicing the mentoring functions. The results of this study indicated that lecturers are less likely to practice those functions that are part of the professional setting or are as a result of a more structured relationship and supervisory direction. This study has implications for lecturers’ professional training and development. Because of the impact mentoring has on the psychosocial and career development of teachers in colleges of education, it is imperative that higher institutions in Sokoto address each of the four functions of mentoring.
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