MENTORING NEW TEACHERS TO OPTIMISE QUALITY OF TEACHING AND LEARNING IN INTERNATIONAL PRIMARY SCHOOLS IN NAIROBI CITY COUNTY, KENYA

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dc.contributor.authorDIANAH ROSE KAHUNDA KALOKI
dc.date.accessioned2026-03-30T15:20:43Z
dc.date.available2026-03-30T15:20:43Z
dc.date.issued2024-09
dc.descriptionDissertation
dc.description.abstractThe study examined the mentoring of new teachers to optimise quality of teaching and learning in international primary schools in Nairobi City County. The research questions consisted of : What is the effect of constructive feedback on the quality of teaching and learning? How does role modelling affect the quality of teaching and learning? What is the effect of reflective practice on the quality of teaching and learning? How do challenging assignments affect the quality of teaching and learning? How does organisational support have a moderating effect on the relationship between mentoring and quality of teaching and learning? How can mentoring be improved in international primary schools? The study was anchored on Kram’s mentor role theory. It adopted a mixed methods convergent design. Quantitative method utilised a cross-sectional design while qualitative adopted a phenomenological design. Target population consisted of all 25 schools, 25 headteachers, 25 mentors and 118 new teachers. Stratified proportional sampling was employed to sample 8 schools, 8 headteachers automatically included, while 8 mentors chosen using purposive criterion sampling. Krejcie and Morgan table was used to determine the sample size for selecting 92 new teachers, utilising a stratified random sampling. Quantitative data were obtained through questionnaires administered to new teachers and mentors, while qualitative data through interviews conducted with headteachers. The study utilised both face and content validity. Reliability of quantitative instruments were tested by computing Cronbach’s alpha coefficient test while the dependability and credibility of qualitative data were assessed. Quantitative data was analysed using descriptive and inferential statistics generated by Statistical Package for Social Scientists version 27, while thematic analysis was used for qualitative data. Both data analyses were integrated to ensure coherence of findings. Inferential statistics were employed to establish relationships between the variables and to test hypotheses at a minimum significance level of 0.05. Research ethics were observed throughout the study. The study identifies challenges such as inadequate mentor training, ineffective methods, and poor programme evaluation. It recommends establishing robust mentoring policies, enhancing mentor training and resources, and encouraging active engagement of key stakeholders to improve professional and educational quality.
dc.identifier.urihttps://repository.cuea.edu/handle/123456789/590
dc.language.isoen_US
dc.publisherTHE CATHOLIC UNIVERSITY OF EASTERN AFRICA
dc.subjectTeacher induction
dc.subjectprofessional development
dc.subjectinstructional quality
dc.subjectteaching effectiveness
dc.subjecteducational support
dc.titleMENTORING NEW TEACHERS TO OPTIMISE QUALITY OF TEACHING AND LEARNING IN INTERNATIONAL PRIMARY SCHOOLS IN NAIROBI CITY COUNTY, KENYA
dc.typeThesis

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