UPSI Digital Repository (UDRep)
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Abstract : Universiti Pendidikan Sultan Idris |
The study aimed to examine the mentoring practices applied by TESL mentor teachers
to support novice TESL teachers in secondary schools in the Malaysian context. The mentoring
practices consisted of five elements, Personal Attributes, System Requirements,
Pedagogical Knowledge, Feedback and Modelling. These elements were adapted from Hudson’s
Five-Factor Mentoring Model to identify the mentoring practices. This study also investigated
the perception of novice TESL teachers and TESL mentor teachers on the mentoring programme.
This study employed convergent parallel design. Both quantitative and qualitative methods
were triangulated in data collection, which involved a total of four School Improvement
Specialist Coach Plus (SISC+) officers, 40 Teaching English as Second Language (TESL) mentor
teachers and 60 novice TESL teachers. The participants and schools were selected through
convenience and purposive sampling. The data collection instruments implemented were
document analysis of the course plan (Panduan Pembangunan Guru Baharu- PPGB 2015),
semi-structured interviews and survey questionnaires. Based on the findings gathered, 70%
of novice TESL teachers stated they felt supported by the mentoring practices applied by
their mentor teachers. 90% of mentor teachers stated that their mentoring practices have been
helpful for novice TESL teachers to adapt in the school. Based on the semi-structured interviews,
some of the emerging themes were communication, teaching methods and feedback, which were
categorised under Hudson’s Five-Factor Mentoring Model. Some mentor teachers stated that
the mentoring caused them pressure and they did not have allocated space and time to
mentor novice TESL teachers. The implication derived from this study is mentoring programme for
novice TESL teachers is really helpful and vital to support these novice TESL teacher to embark on
their journey in schools. Thus, mentor teachers should play an effective role in mentoring novice
TESL teachers, and mentoring programme should
be strengthened and updated at all times.
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