Perceptions of Budding Lecturers on Mentoring Practices in Yusuf Maitama Sule Federal University of Education, Kano State, Nigeria.
DOI:
https://doi.org/10.64348/zije.202593Keywords:
Perceptions, Budding Lecturers, Mentoring, PracticesAbstract
This study adopted the descriptive survey design to investigate perceptions of lecturers on the mentoring practices in Yusuf Maitama Sule Federal University of Education, Kano, Nigeria. The study’s population comprised all lecturers in the university estimated to be about 525. Purposive sampling technique was used to draw a sample of 50 lecturers, of the ranks of lecturer 1 and below, who had spent at least eighteen (18) months in the university, out of which 30 of them gave their consent to participate in the study. A 39-item researcher developed structured questionnaire titled “Budding Lecturers’ Mentoring Experience Survey” (BLeMES) was administered to collect numerical data. The face and content validity of the instrument was done by experts in Education at the university. To establish the reliability of the instrument, Cronbach’s Alpha Reliability Coefficient Statistics was used and a correlation coefficient of 0.75 was obtained. Data analysis was conducted using descriptive statistics of mean and standard deviation, with ≥ 2.5 serving as the criterion mean for decision. The findings, among others, revealed that budding lecturers are aware of the potential benefits of effective mentoring for emerging lecturers. The study concludes that there is connection between effective mentoring and the opportunities for the expansion of the professional development and career advancement of budding lecturers. It then recommends, amongst others, that universities should intensify efforts at improving fruitful mentoring relationships between experienced lecturers and their novice counterparts.
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