Degree Name

Doctor of Philosophy


Faculty of Education


Mentoring practices have been an important part of the practicum in initial teacher training. The purpose of this study was to develop and investigate the impact of an integrated, culturally appropriate mentoring program for teacher mentors and mentees at two secondary schools in the state of Sabah, Malaysia. It also explored the institutional, cultural and pedagogic factors that influenced the impact of the mentoring program. Nine mentees and twelve teacher mentors participated in the study. A qualitative, case study method was utilized to investigate the impact of the mentoring program and factors that influenced that impact. Combined data sources from semi-structured interviews, focus group discussions, and document review were used to gather data on mentoring experiences in the study.

The results indicate that the impact of the program was varied but generally positive for both mentees and mentors, professionally and personally. Both mentees and mentors gained from different aspects of mentoring support advocated in the mentoring program. Institutional, cultural and pedagogic factors that impacted on the mentoring program were identified as classroom practices support, peer mentoring, mentoring relationships and interpersonal communications, personal qualities and attitudes of participants, reflective practices and teaching observations. Major constraints identified were availability of mentors, particularly, and mentees, time and timing, and personal qualities and communication skills of both mentors and mentees. Cultural factors also seemed to have influenced the mentoring process.

The study overall provides insights and guidelines for modifications in a revised mentoring program and recommendations for SESD, UMS, schools, higher education institutions, and education policy makers, and for further research.

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