Relationship between Mentoring of English Language Public Secondary School Teachers and their Classroom Practices in Punjab

Abstract

The purpose of the study was to find out relationship between mentoring of English language public secondary school teachers and their classroom practices in Punjab. Quantitative, survey type study was conducted. Researchers selected 198 teachers from public schools using a simple random sampling technique as sample of the study. Researcher developed a tool based on Grant's (2016) suggested mentoring constructs to explore relationship. The tool's initial portion dealt with demographics. There are statements to be scored on a five-point Likert scale in the second part. The researcher shared google forms to collect data. Data was analyzed using correlation analysis and descriptive statistics. It was revealed that there is significant relationship between mentoring of English language public secondary school teachers and their classroom practices in Punjab. As there is positive relationship between mentoring and classroom practices, it is recommended to design teacher training programs that emphasize the importance of mentoring attitude among teachers of English language classes at secondary level, to provide administrative support by creating incentives, awards, or acknowledgment systems that motivate teachers to embrace and implement prosocial practices.