Implementing a school-based mentoring program at a secondary resource school in Takeo province, Cambodia
DOI:
https://doi.org/10.69496/cjess.v1i1.10Keywords:
Mentee, Professional development, School’s culture of working, School-based mentoring, Secondary resource schoolAbstract
Mentors encourage mentees' personal and professional development by sharing their expertise and experience. Mentoring is the act of sharing life and training experiences with teachers (mentees) in improving their classroom practices and teaching professions. The tasks require mentors to effectively implant positive views in mentees. The current study utilized a qualitative case study design to examine the existing mentorship program and its impact on the teaching and learning processes at a secondary resource school. Interviews at Samdach Ouv, a high school, provided the data. The study presents findings that aim to investigate the requirements and methodologies employed by mentors in mentoring novice teachers, ascertain the responsibilities of mentors in the mentoring programs at a secondary resource school, and determine the advantages of such mentoring programs. The findings also suggested that school-based social colleagues have a keen interest in mentoring programs that foster both academic achievement and positive social conduct among teenagers. As these programs are new, members may see specific benefits. As a result, the outcomes of mentorship programs play a vital role in establishing an educational setting that is both nurturing and cooperative. The benefits extend to mentees, mentors, and the entire school community. Ultimately, the author suggests that the most effective processes, thoroughly examine methodologies, and evaluate the study’s findings. Future studies should employ other designs and more participants at the same school or other schools.
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