MENTORING NOVICE ENGLISH TEACHERS IN THE NEPALESE PRIVATE SCHOOLS

Abstract

Developing teachers’ professionalism through mentoring system in order to enhance quality education has been a growing concern for continuous development of new teachers. I was tangled whether or not the English language teachers of Nepal are aware of this approach. Therefore, this research explored how mentoring practices help new teachers develop their professionalism; who should be responsible on the one hand and located problems and their resolutions on the other hand. Most importantly, the research focused on how mentoring procedures develop novice teachers’ capacities and sharpen their efficiency. This study was conducted in four private schools of Dhading District with 12 teachers. Among them, four were novices, four experienced and four head teachers. I collected the data using written narratives and open ended interviews. For this, I employed qualitative method and interpretive research paradigm to derive meanings from participants’ responses. The findings of the study revealed that novice teachers continuously encounter lots of problems that set resolved from their seniors, head teachers and responsible person through different approaches of mentoring practices. Many of them practices mentoring without knowing about it and despite being aware of its benefits in their teaching career. The data also showed that it is not only helpful for their students’ learning achievement but also their professionalism. In the study, I found that novice English teachers need formal and effective mentoring system for better performance, better work efficiency and better quality classroom. Effective mentoring and practices from grass root to higher level always result at better work efficiency and professionalism. I have drawn pedagogical implications on the basis of the research findings. Finally, I have highlighted other aspects of mentoring system for similar further study.