ISSN 2039-2117 (online) Mediterranean Journal of Social Sciences Vol 6 No 3 S1

ISSN 2039-9340 (print) MCSER Publishing, Rome-Italy May 2015

Mentoring Process a Stimulus for Professional Development of

Primary School Teachers in Punjab, Pakistan

Muhammad Akhlaq
PhD Scholar, Department of Education, International Islamic University, Islamabad
[email protected]

Muhammad Zafar Iqbal

Teaching/Research Associate, Department of Education, International Islamic University, Islamabad
[email protected]

Prof. Dr. N. B. Jumani

Professor, Department of Education, International Islamic University, Islamabad

Dr. Saeed ul Hassan Chishti

Project Director, IPD, International Islamic University, Islamabad

Doi:10.5901/mjss.2015.v6n3s1p146

Abstract

This paper explores the effects of mentoring on the professional development of Primary School Teachers (PSTs) in Punjab
province, Pakistan. The key objectives of the study include: to study the mentoring process started in Punjab province Pakistan
for PSTs, to study the effects of mentoring process on the professional development of PSTs. The population of the study was
47988 PSTs and 1370 District Teachers Educators (DTEs) from the twelve districts of Punjab province. The sample was
comprised of 381 PSTs and 302 DTEs from the 12 districts of the province. Quantitative data was collected through specifically
designed questionnaires. The data was analyzed by using Mean Score, Chi-Square was used to compare the group
frequencies and t-test was used to see the significance difference between the means of both groups. Qualitative data was
collected through interviews and analyzed by using NVIVO software version 10. Majority of the PSTs and DTEs agreed that
mentoring process helped them out in decreasing the professional stress and helped out in covering the backlogs of unseen
days in an educational year. Both groups of respondents were agreed that mentoring process was not helpful in achieving the
pre-set targets. Mentoring process may be designed in such a way that it should help the PSTs in managing the activities of
absent days. Mentoring process should be designed to help out the PSTs in managing the teaching activities in a realistic
ways. Directorate of Staff Development (DSD) should evolve a inclusive mentoring model for implementation of Continuous
Professional Development (CPD) activities in different areas of professional development of Primary School Teachers with
reference to research, training, monitoring and evaluation.

Keywords: Mentoring; Primary School Teachers; District Teacher Educators; Professional Development

1. Introduction

Mentoring has been emerged as a key source for the professional development of doctors, managers, engineers, lawyers
and teachers. At all levels of teaching mentoring should be an integral part of professional development of teachers to
enhance their professional skills (Johnson, 2007). Quality of education at all level depends upon the skills and
competencies of the teachers. Mentoring programmes should focus to improve the classroom practices of teachers and
to increase the learning outcomes of students’ (Murphy et, al. 2005). Generally, mentoring is linked to the real needs of
teachers which are identified through research achieved through regular mentoring under the umbrella of professional
development programs (Allen & Day 2002).
Typically mentoring refers a relationship between a less experienced individual called a “mentee” and a more
experienced individual known as a “mentor”. Mentoring also refers an interaction between a more experienced person
and less experienced person of same field or area of study where more skilled person helps, guides and encourages to

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less experienced persons through counseling and coaching to fulfill their professional needs. Mentoring relationships may
exist in formal, informal, long-term, short-term basis, face-to- face conversation basis or electronically (Kasprisin etal,
2003; Packard, 2002; Donaldson, et.al 2005). Traditionally, mentoring is sought as a dyadic, face-to-face, long-term
relationship between a supervisory adult and beginner students that fosters the mentee’s academic, or personal and
professional development (Donaldson, Ensher, & Grant-Vallone, 2000). A supportive learning relationship between a
caring individual who shares experience and knowledge with other individuals who are willing to develop their
professional skills. Mentoring a supportive learning relationship between a caring individual who shares knowledge,
experience, and wisdom with individuals who are willing to develop their professional qualities and partnership skills.
Mentoring process provides a path for professional growth (Fanure, 2000). A two way mutual relationship, particularly in
the employment sector. Mentoring process includes the various phases of the application for cognitive and professional
developmental of the mentees (Bey and Holmes, 1992). Mentoring process helped the new employees to learn about
organizational culture and to function efficiently within the context of the organization (Huwe, 2003).

2. Benefits of Mentoring

Benefits of mentoring appeared in previous literature include; professional growth, practical training, direct purposeful
experiences and training in practical matters usually conducted in classrooms, workshops or in training institutions
(Darwin, 2000; Foster & Clark 2011). Mentoring involves psychosocial and professional development functions (Lewis,
2004). Mentor plays role as a counselor, friend, coach or sponsor for the psychosocial development of the mentees (Noe,
2008; Ragins, 2009 & McFarlin, 2010). Some educationists have visualized the role modeling as third function of
mentoring embedded within psychosocial functions (Donaldson, 2005, Williams, 2008). The breadth and depth of
mentoring and professional development may vary in different contexts (Little, 2010). In the context of professional
development of teachers, mentoring is an arrangement in which teachers are provided professional support and
consultancy by experienced teachers i.e. mentors on different tasks and problems. Odell & Huling (2010) identified the
following should must exist the following relationship in mentoring process:
• Mentoring programs should be collaboratively planned, implemented, monitored and be evaluated by the key
stakeholders.
• Mentoring must have receptive to the evolving needs of both mentor and mentees.
• In mentoring program it should be focused on the mentee desires to become skilled person through mentoring
process.
• Mentoring program should contribute in improving the culture of the organization.
• Mentoring program should assist the mentees to teach in accordance with recognized professional standards
for teaching and learning.
In the context of the professional development, mentoring is a well-known activity which apprehends with the
practitioners in a work-based practice for the improvement of their skillfulness and understanding. Murray (2007) has
highlighted that mentoring is a conscious pairing of more skilled person with a less experienced persons with the purpose
to develop the professional knowledge and requisite competencies. Hall (2008) mentoring is an intentional relationship
which focuses on self development of less experienced professional through dialogue and reflection. Daresh (2010) wrote
that mentoring is an ongoing process in which an experienced professional provides support/ guidance to less
experienced professionals.

3. Mentoring in Punjab Province

In Punjab professional development of Primary School Teachers have remained ignored for the past few decades. To
bridge up the gaps, the Government Punjab initiated mentoring programs for the professional development of Primary
School Teachers. Mentoring process was introduced in the Punjab in during (2007) for Continuous Professional
Development (CPD) of PSTs to provide them the opportunities to enhance their professional skills (Govt. of Punjab,
2007). Researcher developed interest in this area and decided that it is imperative to study the effectiveness of the
mentoring process already launched in Punjab Province. Thus, the researcher undertaken this exercise to measure the
effectiveness of mentoring process provided through DTEs on the professional development of PSTs in Pakistan context.
The key objectives to launch mentoring include: to ensure universal primary education campaign through 100%
enrollment at elementary level, 2) to ensure zero drops-out at elementary and secondary levels, 3) to ensure 100%
attendance of the teachers and report daily absenteeism through e-mail to district and provincial authorities, 4 ) ranking of

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the schools, head teachers and teachers on the basis of student’s academic results, 5) to ensure implementation of
English medium scheme in 100% of govt. schools, 6) to ensure monthly and periodic tests of students on prescribed
formats for preparation and Board examinations, 7) to conduct census of schools, staff and facilities, and 8) to work jointly
with head teachers and teachers for achievement of national targets (Govt. of Punjab, 2011).
As envisaged by the Government of Punjab (2010) the most important objective of mentoring program was to
indentify and meet the professional needs of Primary School Teachers and to accelerate child leaning at elementary
level. Changing these practices requires a long term relationship with the individual teacher, understanding of the learner
and classroom context, joint planning and collective work with the teacher, and continuous support to the teacher
(Glesser, 2009). The teacher mentoring and support cannot be separated from students learning. Mentoring program was
initiated in 2007 under the umbrella of Directorate of Staff Development to fulfill the professional development needs of
PSTs through network of DTEs. The District Teacher Educators are providing mentoring to the Primary School Teachers
in the following eight areas:

Table 1: Mentoring Areas for Primary School Teachers in Punjab

Sr. No Area No Name of Mentoring Area

1. Area=1 Taleemi Calendar
2. Area=2 Lesson Planning
3. Area=3 Activities Based Teaching and Learning
4. Area=4 Used of Support Material
5. Area=5 Interaction with Students
6. Area=6 Classroom Management
7. Area=7 Students Assessment
8. Area=8 Home Work (DTE Guide, 2011)

The above mentioned mentoring areas aimed to develop pedagogical skills in Primary School Teachers. The present
study focused mentoring area-1 “ Taleemi Calendar”.

4. Objectives of the Research

1. To study the mentoring process already started for Primary School Teacher in Punjab Province.
2. To analyze the effects of mentoring process on the professional development of Primary School Teachers in
Punjab Province.

5. Research Questions

Study was guided by following research questions:

1. To what extent the Taleemi Calendar is effective in mentoring process of the Primary School Teachers?
2. To what extent mentoring process helps the Primary School Teachers in managing teaching learning activities
according to Taleemi calendar.
3. To what extent mentoring process helps out the Primary School Teachers in using Taleemi Calendar
rigorously.
4. To what extent process of mentoring launched in Punjab Province facilitated the Primary School Teachers in
achieving the pre-set targets.

6. Hypotheses

H1 Frequency of the opinions of the PSTs on mentoring process significantly contributes to manage teaching
related activities according to Taleemi Calendar.
Ho1 Frequency of the opinions of the PSTs on mentoring process does not significantly contribute to manage
teaching related activities according to Taleemi Calendar.
H2 Frequency of the opinions of the DTEs on mentoring process significantly contributes to manage teaching
related activities according to Taleemi Calendar.
Ho2 frequency of the opinions of the DTEs on mentoring process does not significantly contribute to manage
teaching related activities according to Taleemi Calendar.

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H3 The mean opinion scores the PSTs and the DTEs on mentoring process differ significantly on the management
of teaching related activities according to Taleemi Calendar.
Ho3 The mean opinion scores the PSTs and the DTEs on mentoring process does not differ significantly on the
management of teaching activities according to Taleemi Calendar.

7. Methodology

The mixed method study was delimited to the following 12 districts of Punjab Province, Pakistan: District Attock,
Sargodha, Muzffaarghar, M.B. Din, Okara, Mainwali, Gujarat, Shakhpura, Faisalabad, Rahimyarkhan, Rajanpur, and
district Kasur. Mentoring Area-1 i.e “Taleemi Calendar” as focused. 1370 District Teachers Educators and 47988 Primary
School Teachers formed the population of the study. Simple random sampling procedure was adopted for sample
selection through a computer generated lists. The sample was comprised of 302 District Teachers Educators and 381
Primary School Teachers. Two questionnaires on five points Likert’s scale were respectively developed for PSTs and
DTEs. Data was collected personally and as well as through registered and electronic mail. Prior permission was sought
to conduct interviews with the respondents. Content validity of the questionnaires were checked in discussion with
experts of the same filed and interest. Cronbach alpha was also applied to calculate the reliability of the questionnaires.
The value of alpha of both instruments was 0.86. Data was analyzed by calculating percentages and Mean Scores, Chi-
square was also used to compare the group frequencies and t-test was used to see that if there was significant difference
exits between the means of the both groups. The data collected through interviews of Primary School Teachers and
District Teacher Educators was analyzed by using NVIVO version 10. The data collection process was completed in six
months. Questionnaires were delivered personally to all two categories of respondents of the study. Keeping in the view
of the availability of the respondents, researcher preferred to approach the respondents during May 2013before the
summer vacations of hot regions of Punjab province. Although in interview similar questions were asked to mentees and
mentors but each time different respondents replied subject matters of professional development. The different responses
revealed different type of experiences, perceptions, and different point of views of on the existing mentoring process.

8. Results

Demographic information about the respondents is described below.

• Majority of the respondents were 40 years old. 163 (42.8 %) Primary School Teachers were male and 218
(57.2%) female and 230 (76.2 %) District Teacher Educators were male and 72 (23.8%) were female. Majority
of PSTs were graduates while majority of DTEs were master degree holders. Majority of Primary School
Teachers were having professional qualifications B.Ed while most of District Teacher Educators were having
M.Ed. degrees..

Table 3: Opinions of Primary School Teachers and District Teacher Educators about the effectiveness of Mentoring
ȥ2
Sr.No Statements Respondents SDA DA UD A SA p-value
Value
90 72 11 109 99
Mentoring process helps the mentees in PSTs N=381 77.885 0.0001
(23.60%) (18.9%) (2.90%) (28.60%) (26.00%)
1 managing all the teaching activities according to
08 20 8 118 148
the Taleemi Calendar i.e. educational calendar. DTEs N=302 299.921 0.0000
(2.60%) (6.61%) (2.60%) (39.10%) (49.00%)
110 91 102 78
Mentoring process helps the mentees in PSTs N=381 00 6.076 0.1080
(28.90%0 (23.90%) (26.80%) (20.50%)
2 managing the teaching activities for the whole
70 85 68 79
educational year in a realistic way. DTEs N=302 00 2.503 0.475
(23.21%) (28.10%) (22.51%) (26.20%)
65 91 11 98 116
PSTs N=381 87.333 0.000
Mentoring process helps the mentees in using (17.11%) (23.90%) (2.910%) (25.71%) (30.41%)
3
Taleemi Calendar rigorously. 65 77 11 70 79
DTEs N=302 52.570 0.000
(21.50%) (25.50%) (3.60%) (23.20%) (26.20%)
63 77 07 131 103
Mentoring process helps in covering the PSTs N=381 113.974 0.0000
(16.50%) (20.20%) (1.80%) (34.40%) (27.00%)
4 backlogs of unseen days of an educational
31 43 09 122 97
year. DTEs N=302 148.066 0.0001
(10.30%) (14.20%) (3.00%) (40.40%) (32.10%)
98 69 05 107 102
PSTs N=381 94.630 0.0000
Mentoring process helps to achieve the pre-set (25.70%) (18.10%) (1.30%) (28.10%) (26.80%)
5
targets well before time. 71 61 75 95
DTEs N=302 00 4.384 0.2230
(23.50%) (20.20%) (24.80%) (31.50%)

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98 107 95 81
Mentoring process helps the mentees in PSTs N=381 00 3.661 0.300
(25.70%) (28.10%) (24.90%) (21.30%)
6 managing the leaves and absent days of an
61 68 89 84
educational year. DTEs N=302 00 6.901 0.075
(20.20%) (22.50%) (29.50%) (27.80%)
71 98 109 103
Mentoring process provides regular feedback PSTs N=381 00 8.869 0.031
(18.6%) (25.70%) (28.60%) (27.00%)
7 that contributes towards professional
54 71 102 102
development of Primary School Teachers. DTEs N=302 00 15.695 0.001
(17.90%) (23.50%) (33.80%) (33.80%)
97 81 89 114
Mentoring process helps to decrease the PSTs N=381 00 6.265 0.099
(25.50%) (21.30%) (23.40%) (29.90%)
8 professional stress of the Primary School
84 75 05 73 65
Teachers. DTEs N=302 66.543 0.000
(27.80%) (24.80%) (1.70%) (24.20%) (21.50%)
df=4 Ȥ at 0.05=9.49
2

1. Most of Primary School Teachers were agreed that mentoring process helped them in managing all the
teaching activities according to the Taleemi Calendar. The value of Ȥ2 was 77.8850 that was significant at Į=
0.001 level of significance indicates that there was huge difference in the responses of PSTs on the
management of teaching activities according to the Taleemi Calendar. Ho1 i.e. “frequency of the opinions of the
Primary School Teachers mentoring process does not significantly contribute to manage all the teaching
related activities according to Taleemi Calendar” was rejected. Majority of the District Teacher Educators were
agreed that mentoring process helped the mentees in managing all the teaching activities according to
Taleemi Calendar i.e. educational calendar. The calculated value of Ȥ2 was 299.9210 which was significant at
Į = 0.001 level of significance due to uncertain value in the responses of District Teacher Educators. This
showed that there was high difference in the opinions of District Teacher Educators which is highly divided with
a tilt towards strongly agreement. Hence, the Null Hypothesis Ho2 “frequency of the opinions of the District
Teacher Educators on mentoring process does not significantly contribute to manage teaching related
activities according to Taleemi Calendar” was rejected. Therefore, it was concluded that mentoring process
helped the mentees in managing the teaching activities according to Taleemi Calendar.
2. Majority of the Primary School Teachers disagreed that mentoring process did not help the mentees in using
Taleemi Calendar rigorously. The calculated value of Ȥ2 was 6.0760 which was not-significant at Į = 0.05 level
of significance. The Null Hypothesis Ho1 that frequency of the opinions of the Primary School Teachers
mentoring process does not significantly contribute to manage teaching related activities according to Taleemi
Calendar was not rejected. The calculated data showed that most of District Teacher Educators disagreed with
that mentoring process did not help the mentees in using Taleemi Calendar rigorously. The value of Ȥ2 was
2.503 which was not-significant at Į = 0.05 levels. This indicated that there was no difference in the opinions of
District Teacher Educators on the management of teaching activities in a realistic way. Hence, the Null
Hypothesis Ho2 i.e. “frequency of the opinions of the District Teacher Educators on mentoring process does not
significantly contribute to manage teaching related activities according to Taleemi Calendar” was not rejected.
Hence, it is concluded in the opinions of PSTs and DTEs that mentoring process did not help the teachers in
managing their teaching activities in a realistic way.
3. Majority of the Primary School Teachers respondents agreed that mentoring process helped the them in using
Taleemi Calendar rigorously. The calculated value of Ȥ2 was 87.3320 which was significant at Į =0.001 level of
significance. Thus, the Null Hypothesis Ho1 “frequency of the opinions of the Primary School Teachers
mentoring process does not significantly contribute to manage teaching related activities according to Taleemi
Calendar” was rejected. Similarly, most of the District Teacher Educators respondents agreed that mentoring
process helped the mentees in using Taleemi Calendar rigorously. The value of Ȥ2 was 52.570 which was
overwhelmingly significant at Į =0.001 level of significance due to uncertain responses in the opinions of the
District Teacher Educators. This revealed a high difference in the responses of District Teacher Educators on
the rigorously uses of Taleemi Calendar. Hence, the Null Hypothesis Ho2 i.e. “frequency of the opinions of the
District Teacher Educators on mentoring process does not significantly contribute to manage teaching related
activities according to Taleemi Calendar” was rejected. Hence in the opinions of the mentors and the mentees
i.e. Primary School Teachers and District Teacher Educators it is concluded that mentoring was helpful in
rigorously using the Taleemi Calendar.
4. Majority of the Primary School Teachers respondents agreed that mentoring process helped them in covering
the backlogs of unseen days of an educational year. The value of Ȥ2 was 77.8850 which was overwhelmingly
significant due to the uncertain responses in the opinions of Primary School Teachers. This depicted a high

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difference among the responses of Primary School Teachers that mentoring process helped in covering the
backlogs of unseen days in an educational year and the Null Hypothesis Ho1 “frequency of the opinions of the
Primary School Teachers mentoring process does not significantly contributes to manage teaching related
activities according to Taleemi Calendar” was rejected. Most of the District Teacher Educators respondents
agreed that mentoring process helped the Primary School Teachers in covering the backlogs of unseen days
of an educational year. The calculated value of Ȥ2 was 113.974 which was overwhelmingly significant that
indicated the high difference in the responses of Primary School Teachers on mentoring process in helping the
mentees to cover the backlogs of unseen days of an educational year. The Null Hypothesis Ho2 “frequency of
the opinions of the District Teacher Educators on mentoring process does not significantly contribute to
manage teaching related activities according to Taleemi Calendar” was rejected. So, it is concluded that
mentoring process helped the Primary School Teachers in covering the backlogs of unseen days in an
educational year.
5. Most of the Primary School Teachers respondents agreed that mentoring process helped them in achieving
the pre-set targets well before time. The value of Ȥ2 94.630 was significant at Į = 0.001 level of significance
which indicated high differences in the responses of towards the strongly agreed with the statement. Thus, the
Null Hypothesis Ho1 was rejected that frequency of the opinions of the Primary School Teachers mentoring
process does not significantly contributes to manage teaching related activities according to Taleemi Calendar.
Most of the District Teacher Educators respondents agreed that mentoring process helped the mentees in
achieving the pre-set targets well before time. The calculated value of Ȥ2 was 4.384 which was not-significant
at Į = 0.05 level of significance. This reflected that there was equal difference in the responses of District
Teacher Educators on the achievement of the pre-set targets well before time. The Null Hypothesis Ho2 was
not rejected that frequency of the opinions of the District Teacher Educators on mentoring process does not
significantly contribute to manage teaching related activities according to Taleemi Calendar. There was
contradiction in the results of PSTs and DTEs opinions on the mentoring helps in achieving the pre-set targets
well before time.
6. Most of the Primary School Teachers respondents agreed that mentoring process helped them in managing
the leaves and absent days of an educational year. The calculated data showed that value of Ȥ2 was 3.661
which was not-significant at Į = 0.05 level of significance. This showed the no difference in the opinions of
Primary School Teachers on the management of leave or absent days of an educational year. Hence, the Null
Hypothesis Ho1 “that frequency of the opinions of the Primary School Teachers mentoring process significantly
contributes to manage teaching related activities according to Taleemi Calendar” was not rejected. Most of the
District Teacher Educators respondents agreed that mentoring process helped the Primary School Teachers in
managing leaves and absent days of an educational year. The calculated value of value of Chi-Square was
3.661 which was not-significant therefore, the Null Hypothesis Ho2 “frequency of the opinions of the District
Teacher Educators on mentoring process does not significantly contribute to manage teaching related
activities according to Taleemi Calendars” was not rejected.
7. Majority of the Primary School Teachers respondents disagreed that mentoring process did not provide regular
feedback that contributed towards their professional development. The calculated value of Ȥ2 was 8.869 which
was not-significant at Į=0.05 level of significance. So, the Null Hypothesis Ho1 that “frequency of the opinions
of the Primary School Teachers mentoring process does not significantly contribute to manage teaching
related activities according to Taleemi Calendar” was not rejected. Most of the District Teacher Educators
respondents agreed that mentoring process provided regular feedback that contributes towards professional
development of Primary School Teachers. The calculated value of Ȥ2 15.695 was highly significant at Į=0.01
level of significance. This indicated that there was difference in the responses of District Teacher Educators
about the provision of regular feedback for the professional development of teachers. Hence, the Null
Hypothesis Ho2 “frequency of the opinions of the District Teacher Educators on mentoring process does not
significantly contribute to manage teaching related activities according to Taleemi Calendar” was rejected.
There was contradiction in the opinions of PSTs and DTEs about the provision of regular feedback for the
professional development of teachers.
8. Most of the Primary School Teachers respondents agreed that mentoring process helped them in decreasing
their professional stress. The calculated value of Ȥ2 was 6.265 which was not significant at Į= 0.05 level of
significance. The Null Hypothesis Ho1 “that frequency of the opinions of the Primary School Teachers on
mentoring process does not significantly contributes to manage teaching related activities according to
Taleemi Calendar” was not rejected. Most of the District Teacher Educators respondents agreed that

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Mentoring process helps to decrease the professional stress of the Primary School Teachers. The calculated
value of Ȥ2 was 66.543 which was highly significant at Į =0.001 level of significance. This showed that there
was high difference in the opinions of District Teacher Educators about the professional stress of the teachers.
The Null Hypothesis Ho2 was rejected that frequency of the opinions of the District Teacher Educators on
mentoring process does not significantly contribute to manage teaching activities according to Taleemi
Calendar. There was contradiction in the opinions of Primary School Teachers and Primary School Teachers
about the provision that mentoring decreases the professional stress of the mentees.

Table 3: Opinions of the Primary School Teachers and District Teacher Educators on Taleemi Calendar

t- p-
Sr. No Statement Respondents X SD
value value
Mentoring process helps the mentees in managing all the teaching activities PSTs N=381 2.57 1.528
1 10.727 0.000
according to the Taleemi Calendar i.e. educational calendar. DTEs N=302 3.27 1.662
Mentoring process helps the mentees in managing the teaching activities for the PSTs N=381 3.04 1.530
2 1.175 0.241
whole educational year in a realistic way. DTEs N=302 3.00 1.577
PSTs N=381 3.09 1.615
3 Mentoring process helps the mentees in using Taleemi Calendar rigorously. 1.832 0.067
DTEs N=302 3.07 1.548
Mentoring process helps in covering the backlogs of unseen days of an PSTs N=381 4.55 0.987
4 3.193 0.001
educational year. DTEs N=302 4.12 1.172
PSTs N=381 3.29 1.598
5 Mentoring process helps to achieve the pre-set targets in well before time. 0.386 0.700
DTEs N=302 3.07 1.629
Mentoring process helps the mentees in managing the leaves and absent days PSTs N=381 2.90 1.550
6 2.870 0.004
of an educational year. DTEs N=302 3.22 1.549
Mentoring process provides regular feedback that contributes towards PSTs N=381 3.56 1.429
7 0.385 0.700
professional development of Primary School Teachers. DTEs N=302 3.24 1.493
Mentoring process helps in decreases the professional stress of the Primary PSTs N=381 2.96 1.560
8 1.966 0.050
School Teachers. DTEs N=302 2.87 1.567
df=681 t at 0.05=1.96

1. The difference between the mean opinions scores the Primary School Teachers and the District Teacher
Educators on management of all teaching activities according to Taleemi Calendar. The PSTs mean opinion
score was 2.57 and the mean opinion score of District Teacher Educators was 3.27 out of 5. The t-value was
10.727 t=10.727, p< 0.001 which is overwhelmingly significant at p=0.001 level of significance. The Null
Hypothesis HO3 was rejected that the mean opinion scores Primary School Teachers and District Teacher
Educators on mentoring process does not significantly differ on the management of teaching activities
according to Taleemi Calendar that mentoring process was helpful in managing all teaching activities
according to the Taleemi calendar. Hence it is concluded that mentoring process helped the mentees in
managing the teaching activities according to Taleemi Calendar.
2. The difference between the mean opinion scores the Primary School Teachers and the District Teacher
Educators was significantly observed on the management of teaching activities in a realistic way. The data
showed that the respondents Primary School Teachers was mean opinion score was 3.04 and the District
Teacher Educators was 3.00. The t-value was 1.175 t=1.175, p>0.05 which was not significant at p=0.05 level
of significance. The Null Hypothesis HO3 “the mean opinion scores PSTs and DTEs on mentoring process
does not significantly differ on the management of teaching activities according to Taleemi Calendar” was not
rejected. This showed that both groups of respondents Primary School Teacher and District Teacher
Educators were in favorable in their opinions that mentoring process was helpful in managing teaching
activities for the educational year in a realistic way.
3. The data reflected that the respondents the Primary School Teachers mean opinion score was 3.09 and the
respondents District Teacher Educators mean opinion score was 3.07. The calculated t-value was 1.832 which
was not significant at p=0.05 level of significance. Hence, the Null Hypothesis HO3 “the mean opinion scores
PSTs and DTEs on mentoring process does not significantly differ on the management of teaching activities
according to Taleemi Calendar” could not be rejected. This explained both groups of respondents PSTs and
DTEs led favorable opinions towards the rigorously use of Taleemi Calendar.
4. The respondents Primary School Teachers mean opinion score was 4.55 and the District Teacher Educators

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mean opinion score was 4.12 that mentoring process helped in covering the backlogs of unseen days of an
educational year. The t-value 3.193 t=3.193, p<0.01 which was highly significant at p=0.01 level of
significance. Hence, the Null Hypothesis HO3 “the mean opinion scores PSTs and DTEs on mentoring process
does not significantly differ on the management of teaching activities according to Taleemi Calendar” was
rejected. This indicated that PSTs and DTEs differed in their opinions that mentoring process helped the in
covering the backlogs of unseen days in an educational year.
5. The analyzed data showed that respondents the Primary School Teachers mean opinion score was 3.29 and
the mean opinion score of the District Teacher Educators was 3.07. The calculated t-value was 0.386 t=0.386,
p>0.05 which is not significant at p=0.05 level of significance. Hence, the Null Hypothesis HO3 “the mean
opinion scores PSTs and DTEs on mentoring process does not significantly differ on the management of
teaching activities according to Taleemi Calendar” was not rejected. These showed that both groups of
respondents PSTs and DTEs do not differed significantly and were in favorable opinions with the statement
that mentoring was not helpful in achieving the pre-set targets well before time.
6. The mean opinion score of Primary School Teachers was 2.90 and District Teacher Educators mean score
was 3.22 on the management of leaves or absent days. The calculated t-value was 2.870, t=2.870, p<0.01
which was significant at p=0.01 level of significance. The Null Hypothesis HO3 “the mean opinion scores PSTs
and DTEs on mentoring process does not significantly differ on the management of teaching activities
according to Taleemi Calendar” was rejected. This depicted that the respondents PSTs and DTEs differed
significantly in their opinions that mentoring process helped the mentees in managing the leaves or absent
days of an educational year. Hence it is concluded that mentoring process was found reliable in the
professional development of the Primary School Teacher as the mentoring process was helpful for the
mentees in managing the leaves and absent days of an educational year.
7. The Primary School Teachers mean opinion score was 3.56 and the District Teacher Educators mean opinion
score was 3.24 that mentoring process provides regular feedback that contributes towards professional
development of Primary School Teachers. The calculated t-value was 0.385, t=0.385, p>0.05 which was not
significant at p=0.05 and the Null Hypothesis HO3 “the mean opinion scores PSTs and DTEs on mentoring
process does not significantly differ on the management of teaching activities according to Taleemi Calendar”
could not be rejected. This depicted that both groups of the respondents PSTs and DTEs were in favorable
opinions that mentoring process has provided regular feedback to the mentees which contributes towards their
professional development of the Primary School Teachers.
8. The mean difference between the mean opinion scores of the Primary School Teachers and District Teacher
Educators in decreasing the professional stress of the Primary School Teachers. The analyzed data give way
that the respondents PSTs mean opinion score was 2.96 and the DTEs mean opinion score was 2.87. The t-
value 1.966 was significant at p=0.05 and the Null Hypothesis HO3 was rejected that “the mean opinion scores
PSTs and DTEs on mentoring process does not significantly differ on the management of teaching activities
according to Taleemi Calendar”. This exposed that PSTs and DTEs differed in their opinions on the statement
that mentoring decreased the professional stress of the Primary School Teachers.

9. Qualitative Data Analysis

This part of the analysis deals with the qualitative portion of the study. As this study formed on mixed methods paradigm
containing two major procedures of qualitative and quantitative i.e. QUAL & QUAN employed. This mixed method mixed
method research is an intentional use of more than one method or methodologies in the present research paper. The
researcher apprehended individual as well as group interviews with the mentees i.e. Primary School Teachers (PSTs)
and with mentors i.e. the District Teacher Educators (DTEs).

9.1 Analysis of the Interviews Primary School Teacher (PSTs)

The total number of the Primary School Teachers respondents were 38 who’s the interview was conducted. The details of
analysis on eight mentoring areas; 1) are given in the below mentioned graphs:-

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Graph 1: Tree Map of the Opinions of Primary School Teachers on Eight Mentoring Areas

The above mentioned tree map shows the difference in the responses on the responses of Primary School Teachers on
eight Mentoring Areas. The diagram reflected that respondents lay stress on the, i) Classroom Management, ii) Lesson
Planning, iii) Used of Support Material, iv) Taleemi Calendar, v) Activities Based Teaching & Learning and vi) Home
Work. The subsequent used mentoring areas were; i) Classroom Management, ii) Lesson Planning, iii) use of Taleemi
Calendar i.e. Education Calendar. All the PSTs respondents reflected different responses on the use of Taleemi Calendar
in the mentoring process under umbrella of Continue Professional Development of the Primary School Teachers. One of
the PST respondents narrated that “mentoring process was helpful in removing the learning difficulties which the teacher
faced in their daily teaching”. Another Primary School Teacher said that “mentor makes me able to complete my syllabus
before the end of academic session”.
Another PST respondent spoke that “Taleemi Calendar is a set of instructions which defines the landmark dates
that drive much of the day-to-day activities of schools. The present mentoring process enabled the Primary School
Teachers to use the Taleemi Calendar with approach that contains cancel, withdrawal, and drops deadlines along with
other attraction dates depending on the Student Learning Outcomes (SLOs). It has promoted all of the business of
teaching processes such as class enrollment, statistical reporting and tuition refunds”.

9.2 Analysis of the District Teacher Educators (DTEs)

Graph 2: Tree Map of the Opinions of DTEs on Eight Mentoring Areas

The above mentioned figure shows the Tree Diagram on eight mentoring areas. The diagram reflected that the
respondents laid stress on the, i) Classroom management, ii) Lesson Planning, iii) Used of Support Material, iv) Taleemi
Calendar, iv) Activities Based Teaching and Learning, viii) Home work. The respondent subsequently focused on the
mentoring areas; i) Taleemi Calendar, ii) Lesson Planning and iv) Use of Support Material.
One of the DTE respondent said that the objective of the present mentoring process is to establish trusting
relationships with accountability and responsibility between mentors and mentees. A Taleemi Calendar is essential for

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chronology, regular divisions periods and for the study of date events. Mentoring process has enlighten the ways to the
teachers for the division of extended periods such as days, months, or years, and arranging these divisions in a definite
regulate order. It is also vital for any classroom activity that leads to measure period’s business of Primary School
Teachers.
Another DTE respondent said that mentoring process helps in defining clear learning objectives in implementing
new instructional strategies. It is also helpful in locating subject area resources and selecting the right methodologies to
meet learning objectives. The mentors help in creating rubrics and other assessment tools for project-based learning and
assessing their skills and planning their professional development.

10. Conclusions

1. Taleemi Calendar was available at majority of the professional development centers. In view of the District
Teacher Educators mentoring helped in managing teaching activities according to the Taleemi Calendar and
most of the respondents Primary School Teachers were of same view. There was favorable opinion difference
between Primary School Teachers and District Teacher Educators that mentoring helped in managing all the
teaching activities according to the Taleemi Calendar.
2. Majority of the Primary School Teachers and District Teacher Educators respondents’ disagreed that
mentoring helped mentoring helped the teachers to manage the teaching activities for the educational year in
a realistic way. The opinion difference of the PSTs& DTEs was not favorable that mentoring helped to manage
teaching activities for the educational year in a realistic way.
3. Most of the Primary School Teachers and District Teacher Educators were agreed that mentoring process was
helpful to use Taleemi Calendar rigorously.
4. Majority of the Primary School Teachers and District Teacher Educators agreed that mentoring process
helped them out to cover the backlogs of unseen days in an education year. However, a notable difference in
the opinion of the Primary School Teachers and District Teacher Educators was observed that mentoring
process helped that mentees to cover backlogs of the unseen days of the educational year.
5. Most of the respondents agreed that mentor helped that mentees to set and achieve their per-set target.
Researcher observed a significant difference of opinion among the responses of PSTs & DTEs.
6. Most of the Primary School Teachers and District Teacher Educators disagreed that mentor helped the
mentees to manage the leave or absent days of the educational year.
7. Most of the Primary School Teachers and District Teacher Educators were of the view mentoring process
provided the regular feedback which contributed towards their professional development..
8. Most of the Primary School Teachers and District Teacher Educators thought that mentoring process
decreased the professional stress of the mentees. PSTs & DTEs differed in their opinion that mentoring
decreased the professional stress of the mentees.

11. Discussions

The study in hand covered the effects of mentoring process on the professional development of Primary School Teachers
only one area “Taleemi Calendar” among the eight mentoring areas of mentoring. These areas are: 1) Taleemi Calendar,
i.e. Educational Calendar, 2) Lesson Planning, 3) Activity Based Teaching and Learning, 4) Use of Support Material, 5)
Interaction with Students, 6) Classroom Management, 7) Student Assessment and 8) Home Work. Due to different
reasons the study in hand was delimited only on the mentoring area “ Taleemi Calendar”. The overall mean opinion of
Primary School Teachers and District Teacher Educators differed on this mentoring area which reflected that mentoring
process has effected significantly on the professional development of the Primary School Teachers.
This section of the study deals with the comparisons of the study results with pertinent prior research studies
conducted in same field. The results of the Sheri (2012) study revealed that mentoring program was helpful for the
professional development of the teachers and it has bridged the professional development gaps in the particulars area to
the target group. Similarly, the results of this study in hand exposed that mentoring process was contributing towards the
professional development of the Primary School Teachers.
The study conducted by Bresnahan (2011) depicted that mentoring had positive effects significantly and enhanced
the communication skills of the mentees. This study also showed that mentoring process has improved the
communication skills and helped the teachers in communicating effectively with students which showed the way towards
the professional development of the Primary School Teachers.

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The study of Jaja 2010 conducted showed that new teachers and mentors were of same opinion that mentoring
has enhanced their professional growth towards the objectives of this program. The result of this study supported to the
results Jaja’s study that professional development skills of the Primary School Teachers enhanced through the mentoring
process. The study conducted by the Gardiner 2008 also revealed that mentoring programme benefited the junior
teachers but the senior teachers were not positively influenced by mentoring activities. The results of this study are not in
line with Gardiner’s study because mentoring programme contributed towards professional development of the Primary
School Teachers. It may however be noted that Gardiner’s study was focused on public sector schools of junior level. The
researcher in the referred study emphasized on the informal and online mentoring while, the present study focused on
formal and on the job. Need based mentoring programmes may be designed to help the mentees in the managing the
teaching activities in a realistic and comprehensive way. The Directorate of Staff Development may evolve an inclusive
mentoring model for professional development of secondary school teachers. The Taleemi Calendar should be revised
focusing on the ground realities so that it may enable the mentees to manage the teaching activities in a realistic and
systematic way throughout the educational year. DTEs ought to include student’s learning outcomes in mentoring
process. English language learning was one of the key problems in every level of education in Pakistan. English
language was also reviewed a as problem in the mentoring process. English language labs may be set-up at cluster
centers to launch English language courses for teachers and DTEs.

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