Effectiveness of School Mentorship Programs on Instructional Competence of Teachers in Public Secondary Schools in Butula Sub-County, Busia County, Kenya

This study examined the effectiveness of school mentorship programs on teachers' instructional competence in public secondary schools in Butula sub-county, Busia County, Kenya. The study was guided by the following research question: To what extent are school mentorship programs effective in enhancing teachers’ instructional competence? The study is anchored on Organizational Socialization Theory, a fundamental concept put out by Van Maanen (1979). The study adopted a mixed-method convergent design, using a cross-sectional design for the quantitative data and a phenomenology design for the qualitative data. The target population comprised 27 principals, 350 teachers, and 1 SCDE from 27 public secondary schools. Data was collected from 192 respondents using questionnaires, interview guides, observation checklists, and document analysis. The sample size included 8 principals, 87 teachers, and 1 sub-county director of education. Data were collected using various instruments, including questionnaires for teachers, interview guides for principals and 1 sub-county director of education, observation checklists, and a document analysis guide. The validity and reliability of the instruments were determined at 0.8 Cronbach's Alpha before they were administered. Quantitative tools, such as questionnaires, were subjected to content and face validity testing. Quantitative data were analyzed using the Statistical Package for the Social Sciences (SPSS) to generate frequencies and percentages, which were summarized and presented in frequency distribution tables. Qualitative data were analyzed through content analysis. The study adhered to ethical considerations. The study found that school mentorship programs positively influenced instructional competence, with school policy serving as a crucial mediator. Key challenges included limited funding, teacher resistance, and leadership reluctance. The study concluded that effective teacher mentorship depends on integrated systems supported by strong policy frameworks and organizational commitment. It recommended institutionalizing mentorship, and ensuring policy development precedes program implementation.