Teachers’ Perception towards Role Of Mentoring and Its Practice For Professional Development

Abstract

The present study was conducted to examine the Teachers’ Perception towards Role of Mentoring and its Practice for Professional Development. The chief objective of the study was to find out the teachers‟ perceptiontowards role and practice of mentoring in ELT for their professionaldevelopment in the context of Nepal. This study was conducted in twenty English medium schools of Kathmandu and Lalitpur districts. Thirty secondary and lower secondary level English language teachers were taken as the sample of the study using random sampling procedure. The researcher distributed the questionnaire as data collection tool and analyzed by using simple statistical tools. After the completion of analysis the results were matched and compared to determine the teachers‟ perception towards role and practice of mentoring and arrived at the finding that mentoring was not found to be practiced formally in the schools. This thesis consists of five chapters. Chapter one includes general background, statement of the problem, objectives of the study, research questions, significance of the study, delimitations of the study and operational definition of the key terms. Similarly, the second chapter is on the review of related literature and conceptual framework. Chapter three consists of design and method of the study, population, sample and sampling strategies, area of the study, data collection tools and techniques, data collection procedure, data analysis and interpretation procedure. Chapter four is on the analysis and interpretation of the result. It consists of results and discussion and interpretation. Finally, the fifth chapter is consisting of the conclusions and recommendations of the research followed by references and appendices.