The Role of Teachers’ Mentorship Activities on Students’ Life Skills Development in Public Secondary Schools in Geita Town Council, Tanzania

Abstract

This study sought to assess the Strategic ways for enhancing teacher mentorship Activities on Students’ Life Skills Development in Public Secondary Schools in Geita Town Council, Tanzania. It aimed at examining teachers' mentorship practices, perceptions, effects and possible strategies for enhancing teacher mentorship activities on students’ life skills development in public secondary schools in Geita Town Council. The study used convergent parallel research design, mixed approaches and social learning theory which was developed by Albert Bandura (1977) as its theoretical foundation. Questionnaires technique was used to gather data 197 students, 115 teachers and interview was used to gather 4 ward educational officers, 7 heads of schools and one district educational officer (DEO). A total of sample sizes were 324 respondents. Since the reliability of the questionnaires had a correlation coefficient of 0.8, the validity and reliability of the research tools were put to the test. Descriptive statistics were used in SPSS to analyse the quantitative data and thematic analysis was used to analyse the qualitative data. The findings suggest that effective teacher mentorship significantly enhances students' life skills, contributing to their overall personal and academic development. The study highlights the need for structured mentorship programs in schools to foster a supportive environment that encourages the holistic development of students.