Mentoring Practices in Pakistan: A Panacea for Professional Development of Primary School Teachers
Dr. Muhammad Zafar Iqbal, Dr. Muhammad Akhlaq, Dr. Saeed-ul-Hassan Chishti

The present study aims to explore the mentoring process and its impact on the professional development of Primary School Teachers (PSTs) in Punjab province of Pakistan. This process was launched by School Education Department Govt. of Punjab under the umbrella of Directorate of Staff Development Lahore. The population of the study was consisted of 47988 PSTs of 12 selected districts of Punjab province in which 22575 were male PSTs and 25413 were female PSTs. Mixed method approach was followed, data was collected through self-structured questionnaires and structured interview. The overall difference in the Mean Opinion Scores of male and female PSTs showed that mentoring process extensively contributed towards the professional development of Primary School Teachers. There is dire need to revisit the ‘Taleemi Calendar’ to enable the PSTs to manage all the teaching activities in a systematic way to achieve the pre-set educational targets. Unseen days should be reflected in the ‘Taleemi Calendar’ to make it realistic and to cover the unseen days of an academic year. Inclusive guidelines, practical examples, teaching points, projected and nonprojected teaching tools for various components of core courses should be added in lesson plan.

Full Text: PDF     DOI: 10.15640/jehd.v5n3a11