Uncovering the Role and Challenges of School -Based English Mentoring (SBEM) to Enhance Novice Teachers' Self-Efficacy

Abstract

This study was conducted to uncover the role and challenges of school based English mentoring (SBEM) to enhance novice teachers' self-efficacy in North Wollo Zone Woldia City Administration Secondary Schools. To achieve the objectives of the study, descriptive phenomenological research design was employed. The participants were experienced and novice English as a foreign Language (EFL) teachers, school directors, English language department heads, school supervisors and Woreda education experts. For this study, purposive and convenience sampling techniques were used. Data was gathered through interview and focus group discussion (FGD). Both primary and secondary data sources were used. The data was analyzed using qualitative data analysis approach. The findings showed that school-based English mentoring is significant to boost novice teachers‟ self-efficacy. EFL teachers‟ overall teaching practice can be improved via SBEM. It is also positively perceived by many of EFL teachers. Moreover, institutional challenges, teacher quality and lack of motivation are the most shared challenges among the participants. Therefore, it is recommended that every stakeholder should give especial emphasis for the
better implementation of school-based English mentoring program. It is also vital to provide continuous training for practitioners to enhance awareness regarding school based English mentoring.