The effects of pedagogical mentoring and coaching on primary school teachers' professional development practices and students' learning engagements in classrooms in Oromia regional state: implications for professionalism.
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| Title: | The effects of pedagogical mentoring and coaching on primary school teachers' professional development practices and students' learning engagements in classrooms in Oromia regional state: implications for professionalism. |
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| Authors: | Geletu, Girma Moti1 (AUTHOR) girmamgeletu5@gmail.com |
| Source: | Education 3-13. Jan2026, Vol. 54 Issue 1, p186-202. 17p. |
| Subject Terms: | *Mentoring in education, *Educational coaching, *Mixed methods research, *Primary school teachers, *Student engagement, *Career development, Psychological safety |
| Abstract: | The study examined the effects of pedagogical mentoring and coaching on teachers' professional development practices and students' learning engagements in classrooms. The study employed mixed approach with concurrent triangulation design. The researcher selected samples of the study using availability, stratified and simple random sampling techniques. The researcher collected data using questionnaires, interviews, observation and document examination, and analysed using descriptive and inferential statistics, and narration. The mentoring practices improved teachers' basic professional competencies (R2 =.2437 at p >.05). This contributed to students' learning engagements (R2 =.1101 at p >.05). The coaching practices improved specific competency development (R2 =.1851 at p >.05). This contributed to students' learning engagements (R2 =.0971 at p >.05). Mentoring and coaching practices occurred against plan-do-study-act-evaluation paths. These practices partially improved newly deployed teachers' emotional safety, wellbeing and innovative pedagogical competencies of experienced teachers. Therefore, the qualities of mentoring and coaching should be enhanced through face-to-face interactions and E-leaning strategies. [ABSTRACT FROM AUTHOR] |
| Copyright of Education 3-13 is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 190436470 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The effects of pedagogical mentoring and coaching on primary school teachers' professional development practices and students' learning engagements in classrooms in Oromia regional state: implications for professionalism. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Geletu%2C+Girma+Moti%22">Geletu, Girma Moti</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> girmamgeletu5@gmail.com</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Education+3-13%22">Education 3-13</searchLink>. Jan2026, Vol. 54 Issue 1, p186-202. 17p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Mentoring+in+education%22">Mentoring in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+coaching%22">Educational coaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Mixed+methods+research%22">Mixed methods research</searchLink><br />*<searchLink fieldCode="DE" term="%22Primary+school+teachers%22">Primary school teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br />*<searchLink fieldCode="DE" term="%22Career+development%22">Career development</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+safety%22">Psychological safety</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The study examined the effects of pedagogical mentoring and coaching on teachers' professional development practices and students' learning engagements in classrooms. The study employed mixed approach with concurrent triangulation design. The researcher selected samples of the study using availability, stratified and simple random sampling techniques. The researcher collected data using questionnaires, interviews, observation and document examination, and analysed using descriptive and inferential statistics, and narration. The mentoring practices improved teachers' basic professional competencies (R2 =.2437 at p >.05). This contributed to students' learning engagements (R2 =.1101 at p >.05). The coaching practices improved specific competency development (R2 =.1851 at p >.05). This contributed to students' learning engagements (R2 =.0971 at p >.05). Mentoring and coaching practices occurred against plan-do-study-act-evaluation paths. These practices partially improved newly deployed teachers' emotional safety, wellbeing and innovative pedagogical competencies of experienced teachers. Therefore, the qualities of mentoring and coaching should be enhanced through face-to-face interactions and E-leaning strategies. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Education 3-13 is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/03004279.2023.2293209 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 17 StartPage: 186 Subjects: – SubjectFull: Mentoring in education Type: general – SubjectFull: Educational coaching Type: general – SubjectFull: Mixed methods research Type: general – SubjectFull: Primary school teachers Type: general – SubjectFull: Student engagement Type: general – SubjectFull: Career development Type: general – SubjectFull: Psychological safety Type: general Titles: – TitleFull: The effects of pedagogical mentoring and coaching on primary school teachers' professional development practices and students' learning engagements in classrooms in Oromia regional state: implications for professionalism. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Geletu, Girma Moti IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: Jan2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 03004279 Numbering: – Type: volume Value: 54 – Type: issue Value: 1 Titles: – TitleFull: Education 3-13 Type: main |
| ResultId | 1 |
