The effects of pedagogical mentoring and coaching on primary school teachers’ professional development practices and students’ learning engagements in classrooms in Oromia regional state: implications for professionalism

Abstract

The study examined the effects of pedagogical mentoring and coaching on teachers' professional development practices and students' learning engagements in classrooms.The study employed mixed approach with concurrent triangulation design.The researcher selected samples of the study using availability, stratified and simple random sampling techniques.The researcher collected data using questionnaires, interviews, observation and document examination, and analysed using descriptive and inferential statistics, and narration.The mentoring practices improved teachers' basic professional competencies (R2 = .2437at p > .05).This contributed to students' learning engagements (R2 = .1101at p > .05).The coaching practices improved specific competency development (R2 = .1851at p > .05).This contributed to students' learning engagements (R2 = .0971at p > .05).Mentoring and coaching practices occurred against plan-do-study-act-evaluation paths.These practices partially improved newly deployed teachers' emotional safety, wellbeing and innovative pedagogical competencies of experienced teachers.Therefore, the qualities of mentoring and coaching should be enhanced through face-to-face interactions and Eleaning strategies.