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Mendenhall et al. (2015). Quality Education for Refugees in Kenya: Pedagogy in Urban Nairobi and Kakuma Refugee Camp Settings. Journal on Education in Emergencies, 1, 92-130.

has been cited by the following article:

• TITLE: Mentoring and Teacher Effectiveness in Government-Aided Secondary Schools in the Acholi Sub Region in Uganda

  AUTHORS: John Bismarck Okumu, Tom Henry Ogwang, Wycliffe Scott Wafula

  KEYWORDS: Mentoring, Mentors, Mentees, Teacher Effectiveness, Government-Aided Secondary School

  JOURNAL NAME: Creative Education, Vol.12 No.11, November 30, 2021

  ABSTRACT: This paper reports ona study which was conducted to investigate the relationship betweenmentoring and teacher effectiveness in Government-aided secondary schools in theAcholi sub-region in Uganda. The study used a descriptive, cross-sectional survey design focusing on teachers in government-aided secondary schools in the Acholi sub-region. It found that the assistance given to teachers helpsbuild their confidence, improvetheir teaching,andhelp teachers to improve their effectiveness and efficiency in guiding learners’achievements.It concluded thathelping teachers to improve their effectiveness in government-aided secondary schools builds teachers’ confidence in teaching and students’learning. In this way, mentoring helps strengthen teachers’ classroom practices in Government aided secondary schools. Thus, the study recommended thatmentoring guidance should focus on helping teachers employ social interactions and instructional practices; feedback and clarity in teaching that have direct measurable impacts on student learning achievements.