Investigating Some Major Challenges That Impede the Practice of School – Based English Mentoring

School – Based English Mentoring, West Gojjam Zone, education

Authors

  • Belayneh AMSALU
    balezamsalu@gmail.com
    Department of English Language and Literature, Mekdela Amba University, Ethiopia
June 30, 2021

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The main purpose of this study was to explore some major challenges that impede the practice of school-based English mentoring on four selected government secondary schools in the West Gojjam Zone. To put this in to effect, a descriptive survey design involving qualitative data was employed. To collect data 4 experienced EFL teachers who are assigned to lead the mentoring role and 4 less-experienced ‘mentee’ teachers were selected purposefully from the four educational settings. In addition, school principals, supervisors and English language department heads were also used as data sources. Convenience and purposive sampling strategies were used to select the sample schools and the teacher participants, respectively. In contrast, the comprehensive sampling strategy was used to select principals, supervisors and English department heads. After the data analysis, the results indicated that the formal practice of mentoring by EFL teachers was very low due to different factors – school-related, mentor related and mentee related. And finally, based on the findings of the study, some possible suggestions were recommended to responsible bodies.