This study examines the relationship between mentoring training programs and teachers' job performance in public primary schools in Nigeria's North-West Zone. The study found that mentoring programs can improve teachers' instructional delivery, subject mastery, classroom management skills, and ability to conduct student assessments. When implemented effectively as a teacher training approach, mentoring contributes to teacher development and positively influences job performance. The study recommends that government and school authorities support mentoring programs to help enhance educational standards.

1. 1
RELATIONSHIP BETWEEN MENTORING TRAINING PROGRAMME AND
TEACHERS’ JOB PERFORMANCE IN PUBLIC PRIMARY SCHOOLS IN
NORTH-WEST ZONE OF NIGERIA
By
Tijjani Nuhu
&
Umar Sale Magaji
College of Education Al-Qalam University Katsina
ABSTRACT
This study investigated the relationship between mentoring training and teachers’ job
performance in public primary schools in North-West Zone, Nigeria. The study
specifically examines the relationship between mentorship programme and the teachers’
job performance in public primary schools in North-West Zone of Nigeria. The
corresponding research question and research hypothesis raised is in line with the
research objective. Related literature was reviewed in relation to the variable under
discussion (Mentorship). The research design of the study was descriptive-survey. The
population of the study was 202,079 number of educational managers (teachers, head
masters, head of quality assurance and education secretaries) in the North-West Zone of
Nigeria. While the sample size comprised 216, 84, 42 and 42 of the teachers, head
teachers, heads of quality assurance and education secretaries respectively, obtained
from the seven states of the North-West Zone, Nigeria; thus, the total sample comprised
of 384. The study used questionnaire that was adapted from Maina (2014) which was
designed using five point likert’s scale options. The instrument used was pilot tested and
reliability of the instrument was observed through test and retest procedure. Frequency
counts, mean scores and standard deviations were used to give a general description of
the data. The hypothesis was retained showing that, there is no significant difference in
the opinions of the respondents. The findings include that mentoring as a training
programme for teachers improves the teachers job performance and this enables them to
perform better in instructional delivery, master their subjects, learn better on how to
control their classes, learn better ways of conducting summative and formative
evaluation and equip them with the skills of questioning techniques among others in
primary schools of North-West Zone of Nigeria. The study recommends that Government
at all levels and school authorities should encourage mentorship programme for
improving the educational standard in the area.
Keywords: relationship, mentoring, training, teachers, performance, mentorship
programme

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Introduction
In Nigeria, education is regarded as an institution per excellence for effective National
development. This is a belief built and incorporated into the nation’s philosophy of
education which is reflected and emphasized in the objectives of each level of the
education system (Nuhu, 2011). Therefore, making primary school teachers well
developed through effective training and retraining programmes becomes obvious, to
improve the skills and enhance the productivity and quality of teachers in our primary
schools in the country.
Gardener (2017) in Florez (2017) states that the society which scorns excellence in
plumbing …. and tolerates shoddiness in philosophy …. will have neither good plumbing
nor good philosophy and that neither its pipes nor its theories will hold water. His
emphasis is that any society which neglects much aspects of its education system and
doesn’t integrate it with its educational philosophy toward its expected national
development will neither be successful in its educational system nor its national
development. Thus, a society that wants rapid development in all aspects of the life of its
citizens must incorporate into its nation’s philosophy an education system that cultivates
innovation. Therefore, for any society to achieve this, the importance of teacher
qualitative training and retraining programmes cannot be overemphasized.
Consequent upon the above, the Universal Basic Education Commission (UBEC), the
State Universal Basic Education Boards (SUBEBs) and the Local Government Education
Authorities (LGEAs) in the country emphasize on qualitative training and retraining
programmes for primary school teachers. Today, the country is requiring professional

3. 3
primary school teachers who possess the requisite skills and knowledge to improve the
standard of our primary education in the country.
A corollary expectation is that well trained, developed and experienced teachers motivate
good performance among the pupils; therefore, this study focuses attention to find out
and assess the relationship between the training and retraining programmes and the
teachers’ job performance in public primary schools in North-West Zone of Nigeria.
Statement of the Problem
Primary school teachers in Nigeria have been criticized for not doing well in improving
the academic standard of primary education which this led to crises of quality at the level.
In fact the low performance and high rate of indiscipline as well as the apparent decline
in the education system, suggest that teachers need quality training and re-training
programmes to uplift the standard of the primary education. Moreover, it was observed
that, the present teacher education curriculum used in the country leaves much to be
desired. Therefore, against the emergent needs, complexities and changes, a number of
reforms and innovations was introduced in the Nigeria teacher education programme to
produce qualitative teachers for the system as well as for the other educational systems.
Thus, the researcher found it necessary to examine the relationship between the training
programme and the teachers’ job performance in North-West Zone of Nigeria with the
view of filling all the necessary gaps for the betterment of our primary education system.
Objective of the Study
The objective of this study to examine, evaluate and assess the relationship between
mentorship training programmes and teachers’ job performance in public primary schools
in North-West Zone of Nigeria.

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Research Question
In what way does mentorship relates to the teachers’ job performance in public primary
schools in the North-West Zone of Nigeria?
Research Hypothesis
Ho: There is no significant difference in the opinions of respondents on the relationship
between mentorship programme and teachers’ job performance in public primary
schools in North-West Zone of Nigeria.
Mentorship as Training Programme for Teachers
Teacher mentoring programmes are perceived as effective staff development approach
for beginning teachers in practice because practicing teachers are key to the
transformation of schools and that in order for them to be professionally developed, they
need to be offered expanded and professional development experiences (Dilworth and
Imig, 2000).
In addition to the above, Little and Nelson (2001) posit that when establishing teacher
mentoring programmes, an educational organization should serve two important
purposes. Novice teachers would be given strong start at the beginning of their careers
and experienced classroom teachers serving as mentors would receive recognition and
incentives should also be provided in some cases. This is what typically happened in
America.
The significance of mentoring for beginning teachers if properly planned and organized it
will no doubt develop the teachers’ professional competences to influence their job
performance in our educational institutions. Supporting beginning teachers at the outset

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contributes to retention and grooming of new teachers in the school system. Our
educational institutions should realize that formalizing the mentor role for experienced
teachers creates another niche in the career ladder for teaching profession and also
contributes to professionalism in education.
Mentoring is a positive mechanism for developing management skills, while those who
have been subject to mentoring will gain experience on their professional development.
Educational management gives consideration to issue of equality of opportunity that
needs to be addressed in the selection of mentors as well as in their training and their
incentive considered for qualitative mentoring activities as it influence production of
qualitative teaching force that will influence qualitative education in the country.
Mentoring and Teachers Job Performance
Mentoring remains a viable policy option in education., Koki (2000) posits that for
purposeful mentoring to occur, prerequisite is acceptance of its complexity in carrying
out the mentoring function, and this implies careful planning. Teachers are valuable
resources in education and high quality performance in teaching is an essential ingredient
of educational improvement or reform, as earlier stated in the Federal Republic in Nigeria
(2014) that “no education system can rise above the quality of its teachers”. Likewise,
Ikeotonye (2003) states that, “no nation can develop beyond the condition of its
teachers”.
To assist the beginning teachers to professionally develop their performance on the job, it
is necessary to support them in the classroom from the very beginning of their teaching
careers. Support in the form of well designed mentoring programmes in introducing new

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teachers in to the profession and keeping them abreast, committed and dedicated cannot
be overemphasized. High quality teaching is essential and it can only be provided with
well developed and experienced teachers as Nuhu (2011) emphasizes, a corollary
expectation is that well developed and experienced teachers motivate good performance
among the learners. Moreover, high quality teaching is essential if the mission of
education is to be fulfilled and mentoring can play a critical role in continually improving
the professional knowledge and skills that teachers need to instruct and prepare students
for the next century. However, to have effective teachers, an effective mentorship
programme must be developed, one that take into account the complexity, process and
function of the programme towards influencing the teachers job performance in schools.
Methodology
This study employed descriptive research design to examine “Relationship between
Mentoring and Teachers’ Job Performance in Public Primary Schools in North-West
Zone of Nigeria.”
Population of the Study
The population of the study in this research consists of all the educational managers
(Education Secretaries, Heads of Quality Assurance, Head teachers and the teachers) of
public primary schools in North-West Zone of Nigeria. The zone comprises Kaduna,
Kano, Katsina, Kebbi, Jigawa, Sokoto and Zamfara States. Therefore, the total number of
the population of the study according to the Planning Research and Statistics Unit of
SUBEB of the seven states of the zone is two hundred and two thousand and seventy nine
(202,079).

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Sample and Sampling Technique
To select the sample for this research the researcher employed random sampling method.
Since the study consists a large number of populations, this sampling method will ensure
equal chance of representation among the population as posited by Lawal, (2010).
From the above procedure, fifty five (55) respondents were randomly sampled from each
of the following states: Kano, Katsina, Kaduna, Kebbi, Jigawa and Sokoto making a total
of three hundred and thirty (330) respondents while fifty four (54) respondents were
sampled from Zamfara State. Three hundred and eighty four (384) respondents sampled
out of the two hundred and two thousand and seventy nine (202,079) total population of
the study.
The sample is adequate to represent the entire research population based on the
recommendation of Krijci and Morgan (1970) in the table they provided on determining
sample size for research purposes. Owolabi (2005) also states that the sample size should
be adequate in order to ensure an acceptable representation of the population of any
study.
A questionnaire designed by Maina (2014) was adapted because it is directly related to
the research topic under discussion. The questionnaire consists of likert (5) point scale
options. The likert (5) scale options questionnaire consists of: Strongly Agreed, Agreed,
Strongly Disagreed, Disagreed and Undecided. It is also close ended type where the
respondents expected to respond to the same type of questions. This opportunity will
enable the researcher to have homogeneity in testing the respondents’ opinions.

8. 8
The questionnaire is divided into A – G sections. Section ‘A’ Bio-Data; Sections ‘B’ to G
contain items used in testing the hypothesis formulated for the study. The scores for
options Strongly Agreed (SA) is five (5), Agreed (AD) is (4), Undecided (UD) is (3),
Strongly Disagreed (SD) is (2) and Disagreed (DA) is (1).
Lastly, mean and standard deviation were used to answer the research questions raised
while to test the postulated hypotheses, the data generated were cited and analysed using
the Statistical Package for Social Sciences (SPSS). Analysis of variance (ANOVA) and t-
test statistics at 0.05 level of significances were used. These statistical measures of
procedures were chosen because of the nature of the study (descriptive research).
ANOVA is an appropriate statistical measure that can be used to find out the difference
or association between more than two variables (Uguduluwa in Musa, 2019).
Result
Answering of Research Question
The researcher used 3.000 as the mean otherwise known as decision mean since the
instrument was structured along a modified five point likert scale structure to take
decision on whether to accept or reject the research question after comparing it with the
cumulative mean. Therefore, a mean score of 3.0 and above indicate positive response to
the research question and accepted while a mean score below 3.0 indicate negative
answer to the research question and rejected. As is shown below:
SA - 5points
A - 4points
UD - 3points
SD - 2points
D - 1point

9. 9
5+4+3+2+1 = 15 = 3.000 (Decision mean)
5 5
Furthermore, respondents who were administered and filled the questionnaire were
categorized into four categories: teachers, head teachers, heads of quality assurance and
Education Secretaries. This is to enable them present their diverse views/opinion on the
study’s subject matter: Relationship between the mentoring training programme and
teachers’ job performance in North-West Zone, Nigeria.
Research Question:
In what way does mentorship relates to the teachers’ job performance in public
primary schools in the North-West Zone of Nigeria?
The research question sought to know how mentoring programme has influence on
teachers’ job performance in public primary schools in North-West Zone, Nigeria. To
answer this question, items 1-10 of the questionnaire sought respondents’ opinions on the
possible influence of mentoring on teacher’s job performance in the study area. The
opinions of the respondents on these items were presented Table 1.1 below:

10. 10
Table 1.1: Respondents’ Opinions on the Impact of Mentoring on teachers’ job
performance in Public Primary Schools in North-West Zone of Nigeria
S/N Item Statement Category Responses
SA % A % UD % D % SD % M ST.D M.R
1. Through mentoring,
teachers learn how to
plan lesson well and this
enables them to perform
better in the class.
Teachers 73 40.11 91 50.00 14 7.69 4 2.20 0 0.00 4.31 .728 A
Head Teachers 18 26.47 45 66.18 3 4.41 2 2.94 0 0.00 4.16 .637 A
Head of Q. A 13 41.94 16 51.61 1 3.23 0 0.00 1 3.23 4.29 .824 A
Educ Secretary 15 44.12 13 38.24 0 0.00 4 11.76 2 5.88 4.03 1.218 A
2. Through mentoring,
teacher master their
subjects and this
improves their
performances in the class
Teachers 55 30.22 104 57.14 13 7.14 8 4.40 2 1.10 4.14 .829 A
Head Teachers 16 23.53 46 67.65 4 5.88 0 0.00 2 2.94 4.09 .748 A
Head of Q. A 12 38.71 16 51.61 1 3.23 0 0.00 2 6.45 4.16 1.003 A
Educ Secretary 17
50.00
14
41.18
1
2.94
1
2.94
1
2.94
4.32 .912 A
3. Through mentoring,
teachers learn how to
control their classes and
this enhances their
performances in the class
Teachers 61 33.52 96 52.75 17 9.34 8 4.40 0 0.00 4.18 .793 A
Head Teachers 19 27.94 42 61.76 4 5.88 2 2.94 1 1.47 4.12 .764 A
Head of Q. A 11 35.48 17 54.84 1 3.23 1 3.23 1 3.23 4.16 .898 A
Educ Secretary 19
55.88
12
35.29
1
2.94
1
2.94
1
2.94
4.38 .922 A
4. Through mentoring,
teachers learn how to
introduce and present
lesson and it helps in
improving their capacity,
hence improved
performance in the class
Teachers 65 35.71 100 54.95 9 4.95 7 3.85 1 0.55 4.24 .780 A
Head Teachers 23 33.82 39 57.35 3 4.41 2 2.94 1 1.47 4.19 .778 A
Head of Q. A 11 35.48 17 54.84 2 6.45 1 3.23 0 0.00 4.23 .717 A
Educ Secretary 13 38.24 18 52.94 0 0.00 3 8.82 0 0.00 4.21 .845 A
5. Through mentoring,
teachers learn how to
evaluate lessons, hence
improve their
performances
Teachers 54 29.67 95 52.20 28 15.38 5 2.75 0 0.00 4.12 .778 A
Head Teachers 21 30.88 43 63.24 4 5.88 0 0.00 0 0.00 4.25 .557 A
Head of Q. A 10 32.26 16 51.61 4 12.90 1 3.23 0 0.00 4.13 .763 A
Educ Secretary 15 44.12 13 38.24 1 2.94 2 5.88 3 8.82 4.03 1.243 A
6. Through mentoring,
teachers learn
questioning techniques,
which helps to improve
their performances in the
class
Teachers 64 35.16 101 55.49 6 3.30 11 6.04 0 0.00 4.23 .796 A
Head Teachers 20 29.41 44 64.71 2 2.94 0 0.00 2 2.94 4.18 .752 A
Head of Q. A 14 45.16 12 38.71 2 6.45 1 3.23 2 6.45 4.13 1.118 A
Educ Secretary 16
47.06
12
35.29
1
2.94
4
11.76
1
2.94
4.12 1.122 A
7. Through mentoring,
teachers learn how to
carry out formative
evaluation of students
Teachers 58 31.87 100 54.95 14 7.69 10 5.49 0 0.00 4.16 .805 A
Head Teachers 24 35.29 40 58.82 1 1.47 2 2.94 1 1.47 4.24 .755 A
Head of Q. A 13 41.94 16 51.61 0 0.00 1 3.23 1 3.23 4.26 .893 A
Educ Secretary 17 50.00 10 29.41 2 5.88 2 5.88 3 8.82 4.06 1.278 A
8. Through mentoring,
teachers learn how to
carry out summative
evaluation of students
Teachers 61 33.52 100 54.95 11 6.04 8 4.40 2 1.10 4.18 .833 A
Head Teachers 13 41.94 15 48.39 1 3.23 1 3.23 1 3.23 4.18 .828 A
Head of Q. A 22 32.35 42 61.76 0 0.00 2 2.94 2 2.94 4.23 .920 A
Educ Secretary 12 35.29 15 44.12 2 5.88 3 8.82 2 5.88 3.94 1.153 A
9. Through mentoring,
teachers’ knowledge
increases and this helps
to enhance their
performances in the class
Teachers 72 39.56 93 51.10 9 4.95 4 2.20 4 2.20 4.26 .847 A
Head Teachers 24 35.29 38 55.88 3 4.41 0 0.00 3 4.41 4.18 .880 A
Head of Q. A 12 38.71 17 54.84 2 6.45 0 0.00 0 0.00 4.32 .599 A
Educ Secretary 11 32.35 16 47.06 2 5.88 2 5.88 3 8.82 3.88 1.200 A
10. Through mentoring,
teachers learn how to
effectively communicate
and this enhances their
performances in and
outside class
Teachers 58 31.87 109 59.89 8 4.40 5 2.75 2 1.10 4.22 .764 A
Head Teachers 20 29.41 44 64.71 1 1.47 2 2.94 1 1.47 4.18 .732 A
Head of Q. A 9 29.03 18 58.06 2 6.45 1 3.23 1 3.23 4.06 .892 A
Educ Secretary 15 44.12 15 44.12 1 2.94 0 0.00 3 8.82 4.15 1.132 A
Overall mean 4.16 0.82
The table above shows respondents’ views on the impact of mentoring as a training
programme on teachers’ job performance in public primary schools in North-West Zone

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in Nigeria. The respondents’ opinions on the items show that mentoring as a training
programme positively improves teachers’ job performance in public primary schools in
North-West Zone of Nigeria. Unanimity in opinions was found in the views of the
teachers, head teachers, head of quality assurance and education secretaries. Majority of
the respondents are of the view that mentoring as a training programme helps teachers to
learn how to plan lesson, master their subjects, improves their performances in the
classes, learn how to control their classes, learn how to introduce and present lesson,
helps them in improving their capacity, learn how to evaluate their lessons, learn
questioning techniques which helps to evaluate students performance, learn how to carry
out formative and summative evaluation of students, teachers’ knowledge and learn how
to effectively communicate in the classroom. This confinement is deduced from mean
rating of respondents’ opinions on item 1-10 of which dominated by “Agreed”.
To justify the statement above statistically, the respondents accepted the statement in
item 1 with high frequency scores and percentages. The phrase of the statement: says
through mentoring teachers learn how to plan their lessons well and enables them to
perform better in their classes. The frequency scores and percentages are: 164(90.11%)
for teachers, 63(92.7%) for head teachers, 29(93.6%) for head of quality assurance and
28(82.4%) for education secretaries with mean scores of 4.31, 4.16, 4.29 and 4.03
respectively. Item 2 which states through mentoring, teachers master their subjects and
this improves their performance in the class is also unanimously agreed by all the
respondents as proved by the following frequency scores and accompanied percentages,
159(87.4%) for teachers, 62(91.18%) for head teachers, 28(90.32%) for head of quality
assurance and 31(91.18%) for education secretaries and the mean scores of 4.14, 4.09,

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4.16 and 4.32 accordingly. Likewise item 3 with statement: “through mentoring, teachers
learn how to control their classes and it enhances their performance in the classes” is also
accepted by all the respondents. The following frequency scores and percentages explain
the respondents views, 157(86.3%) for teachers, 51(89.7%) for head teachers,
28(90.32%) for head of quality assurance and 31(91.2%) for education secretaries with
mean scores of 4.18, 4.12, 4.16 and 4.38 respectively.
Moreover, unanimity in agreement by the respondents (teachers, head teachers, head of
quality assurance and education secretaries) to item 4 statement: “through mentoring,
teachers learn how to introduce and present lesson and it helps in improving their
capacity, hence improved their performance in the class”. The corresponding frequency
and percentages explained the respondents views, 165(90.7%) for teachers, 61(91.2%) for
head teachers, 28(90.32%) for head of quality assurance and 31(91.2%) for education
secretaries with mean scores, 4.24, 4.19, 4.23 and 4.21 respectively. Item 5 statement is
also accepted unanimously by the respondents. The statement emphasizes that through
mentoring teachers learn how to evaluate lessons hence improve their performances. The
degree of acceptance to this statement can be seen in the corresponding frequency scores
and percentages, 149(81.9%) for teachers, 64(94.12%) for head teachers, 26(83.9%) for
head of quality assurance and 28(83.4%) for education secretaries with mean scores of
4.12, 4.3, 4.13 and 4.03 accordingly.
Furthermore, item 6 with the statement: through mentoring teachers learn questioning
techniques which helps to improve their performance in class is highly accepted by most
respondents as seen in the following frequency scores and percentages, 165(90.7%) for
teachers, 64(94.12%) for head teachers, 26(83.9%) for head of quality assurance and

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28(83.4%) for education secretaries with corresponding mean of 4.23, 4.2, 4.13 and 4.12
respectively. Item 7 which has a statement: “through mentoring, teachers learn how to
carry out formative evaluation of students is unanimously agreed by the respondents
considering 158(86.82%) teachers, 64(94.11%) head teachers, 29(93.6%) head of quality
assurance and 27(79.41%) education secretaries with mean scores of 4.7, 4.24, 4.3 and
4.1 in orderly sequence. Likewise, item 8 with statement: “through mentoring, teachers
learn how to carry out summative evaluation of students is equally accepted by most of
the respondents. The corresponding frequency scores and percentages for the above are
161(88.5%) teachers, 57(94.11%) head teachers, 28(90.33%) head of quality assurance
and 27(79.41%) education secretaries with corresponding mean scores of 4.1, 4.1, 4.23
and 3.94 respectively.
Respondents to item 9 have related views on the statement of the item (through
mentoring, teachers’ knowledge increases and this helps to enhance their performance in
the class). Unanimity of agreement is the views of the respondents, this can be seen in the
corresponding frequency scores and percentages of 165(90.7%) for teachers, 62(91.2%)
for head teachers, 29(93.6%) for head of quality assurance and 27(79.41%) for education
secretaries with the following mean scores of 4.3, 4.2, 4.32 and 3.9 accordingly.
Unanimity of agreement is also seen in the views of respondents to item 10. The
statement of the item asked the opinions of the respondents whether mentoring as a
training programme helps teachers learn how to effectively communicate and this
enhances their performance in and outside the class. The corresponding frequency scores
and percentages that proves the respondents views are 167(91.8%) teachers, 61(94.12%)
head teachers, 27(87.1%) head of quality assurance and 30(88.24%) education secretaries

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in sequential order with mean scores of 4.22, 4.18, 4.06 and 4.15. Considering the
respondents views to the above items, the research deduced that mentoring as a training
programme for teachers has greater impact towards improving teachers’ job performance
in public primary schools in North-West Zone of Nigeria.
Testing Hypothesis
Ho: There is no significant difference in the opinions of respondents on the
relationship between mentorship programme and teachers’ job performance
in public primary schools in North-West Zone of Nigeria.
The hypothesis relates to items 1-10 in the questionnaire. In testing the hypothesis,
Analysis of Variance (ANOVA) procedure was used because of the four categories of the
respondents.
The table 1.2 below shows the mean score of the opinions of teachers, head teachers,
head of quality assurance and education secretaries) on the relationship between
mentorship and the teachers’ job performance in public primary schools in North-West
Zone of Nigeria, it shows no significant difference.
Table 1.2: One-Way Analysis of Variance on the Opinions of Respondents on the
Impact of Mentorship on the Teachers’ Job Performance in Public Primary Schools
in North-West Zone, Nigeria
Source of Variation Sum of Squares Df Mean Square F p.value
Between Groups 26.408 3 8.803 .269 .848
Within Groups 10279.809 314 32.738
Total 10306.217 317
A one-way between-groups analysis of variance was conducted to explore if there is
significant difference in the opinion of respondents on the impact of mentorship on
teachers’ job performance in public primary schools by respondents’ category in the

15. 15
study area. There was no statistically significant difference at the p > .05 level in the
responses of the respondents belonging to four categories of respondents: F (314, 3)
=.269, p=.848.
The P-value (.848) is greater than the significant level of 0.05 which indicates that the
Null hypothesis (Ho) is hereby, retained. The above result corresponds with the results of
the research question five in which the majority of the respondents agreed with the items
stated in the research questions.
Summary of Hypothesis Testing
In view of the findings on the respondents’ opinions on the relationship between
mentoring and teachers’ job performance in public primary school in North-West Zone of
Nigeria., the summary of the hypothesis was presented in the table below:
Table 1.3: Summary of Hypothesis
S/N Hypothesis Statistical L/Sig. Df Mean
Square
F P Conclusion
1. H0: There is no significant
difference in the opinions of
respondents on the
relationship between
mentorship programme and
teachers’ job performance in
public primary schools in
North-West Zone of Nigeria.
One-
Way
ANOVA
0.05 3 8.803 .269 .848 Accepted
The table above summarized the six formulated null hypotheses for the study. The table
shows that the hypothesis was tested at 0.05 level of significance and all was retained
which indicated that there is no significant difference in the opinions of respondents on
the impact of mentoring training programme on teachers’ job performance in public
primary schools in North-West Zone, Nigeria.

16. 16
Summary of Major Findings
From the analysis of the data in relation to the specific objective and research question as
well as test of null hypothesis, the following are the major findings of the study
There was no significant difference in the opinion of teachers, head teachers, heads of
quality assurance and education secretaries on the relationship between mentorship and
teachers’ job performance in public primary schools in North-West Zone of Nigeria
based on the calculated p-value (p=.848) which is greater than the fixed probability level
of 0.05(p>0.005). This implies that mentorship programme enabled teachers to perform
better in instructional delivery, master their subject areas, enable them control their
classes, improve their capacities, and learn how to conduct summative and formative
evaluation.
Discussion on the Findings
The research question shows that mentoring programme has influence on primary school
teachers’ job performance in the study area (overall mean rating of table 4.6 = 4.172;
“Agree”). The corresponding hypothesis also revealed no significant difference in the
opinions of the participants: Teachers (M=42.05, SD=6.16) was not significantly
different for the mean score of the Headmasters (M=41.75, SD=4.92), Head of Quality
Assurance (M=41.97, SD=4.74) and Education Secretaries (M=41.21, SD=5.42) at
p=.848. This implies that teachers, head teachers, heads of quality assurance and
education secretaries believed that mentoring programme enhances teachers’ job
performance in primary schools in North-West Zone, Nigeria as majority of them agreed
with most of the items of the questionnaire. This finding is in line with Musa (2016)
whose findings revealed that teachers’ performance was positively impacted through

17. 17
regular in-service training, workshops, seminars and mentoring. It is also in line with the
findings of Ghazanfar, Amin, Bakhsh, & Bashir, (2018) who discovered that mentoring is
very effective training technique and has a significant effect on the performance of
primary school teachers. It is also in line with the findings of Farah (2010) who found out
that mentoring contributes a lot in enhancing the teaching skills of teachers and indicates
clearly that mentoring has a positive effect on classroom practices.
Conclusions
Based on the opinions of the respondents in respect to the relationship between the
training programmes and teachers’ job performance in public primary schools in North-
West Zone of Nigeria. The study concluded that mentorship greatly boost teachers’ job
performance in public primary schools in the North-West Zone, Nigeria.
Recommendations
The following recommendations are put forward based on the respondents’ responses in
respect to the study for better performance of teachers in public primary schools:
There should be a structure mentoring programmes by the management of
UBEC/SUBEB in the zone in such a way that it can be incorporated into administrative
work load of senior staff, experienced teachers within the study area and be made to
guide and assist new staff members. This can be done through the various subject heads
and supervised by their head teachers. Also, mentoring should be made part of human
development programme in public primary schools and should be organized like in the
United States of America where enough money and qualified personnel (teachers) will be
involved. This may enable primary school teachers to acquire basic skills of teaching and

18. 18
learning activities such as mastering their subject areas, improving their capacity as
classroom teachers, learning questioning technique, learning how to carryout summative
and formative evaluation among others. Thus the pupils’ academic performance will
equally improve.

19. 19
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Maina, B. A. (2014). A questionnaire on Training Programmes for use by
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