Mentorship as a form of newly qualified teacher support in Zambian secondary schools.

dc.contributor.author	Banja, M.K
dc.date.accessioned	2020-05-13T11:45:14Z
dc.date.available	2020-05-13T11:45:14Z
dc.date.issued	2016
dc.description.abstract	The aim of this paper was to argue the case for the need for mentorship of newly qualified secondary school teachers in Zambia. Based on both a global perspective and the findings of a study, this paper argues that inadequate initial training coupled with an unfriendly work environment make mentorship of newly qualified teachers a necessity. Further, the paper presents numerous benefits accruing from the mentoring of newly qualified teachers. These benefits include benefits to the newly qualified teachers themselves, the heads of departments, head teachers and ultimately filter to the learners. In view of both the identified needs of newly qualified teachers and the invaluable benefits, the paper ends with a clarion call for the introduction of mentorship of newly qualified teachers in Zambian secondary schools.	en
dc.identifier.citation	Banja, M.K. (2016). Mentorship as a form of Newly Qualified Teacher Support in Zambian Secondary Schools. AFTRA Journal of Teaching and Learning in Africa, 3 (1), 34-43	en
dc.identifier.issn	0794-1412
dc.identifier.uri	http://dspace.unza.zm/handle/123456789/6116
dc.language.iso	en	en
dc.publisher	AFTRA	en
dc.subject	Mentorship.	en
dc.subject	Trainee teachers--Zambia.	en
dc.title	Mentorship as a form of newly qualified teacher support in Zambian secondary schools.	en
dc.type	Article	en

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