INFLUENCE OF SUPERVISORY MENTORING ON THE IMPROVEMENT OF TEACHING PRACTICE QUALITY AMONG TECHNICAL AND VOCATIONAL EDUCATION (TVE) UNDERGRADUATES IN NORTHWESTERN NIGERIA
Muhammad Sani Chado, Sule Musa, Aminu Hassan, Abdullateef Yusha’u Habeeb, Lawan Usaini, Sulaiman Adamu Ali
Abstract
Teaching Practice (TP) is a critical component of teacher‐education programmes, designed to equip trainee teachers with essential interpersonal, pedagogical, intercultural, and psychological competencies. Supervisory mentoring plays a pivotal role in ensuring the effectiveness of this exercise, particularly in shaping the professional growth and instructional capabilities of student teachers. This paper investigates the influence of supervisory mentoring on the improvement of teaching practice quality among Technical and Vocational Education (TVE) undergraduates in Northwestern Nigeria. It examines the concept and objectives of Teaching Practice as outlined in the National Teachers’ Institute (NTI) manual and explores mentoring within the teachereducation context. A review of related empirical studies enabled the researchers to identify several models that explain effective mentoring relationships. Through this review, the researchers also identified various challenges undermining the quality of supervisory mentoring in the Teaching Practice (TP) exercise in Nigeria. These challenges include inadequate mentoring and coaching of pre-service teachers, school managerial problems, and scarcity of resources, cultural barriers, and communication gaps, among others. Based on the identified challenges, a conclusion was drawn, and several recommendations were made. Among these, the need for effective and routine mentoring and coaching of pre-service teachers was emphasized. In addition, the establishment of adequate monitoring and supervision mechanisms, the development of a supportive and professional rapport between mentors and student teachers, and the provision of timely and constructive feedback on areas of strength and weakness were highlighted as essential strategies. These measures are expected to facilitate prompt improvement and adjustment, thereby enhancing the overall quality of the teaching practice exercise among Technical and Vocational Education (TVE) undergraduates in Northwestern Nigeria.