Mentorship Programmes and Their Role in Professional Development of Beginning Teachers in Plateau State Secondary Schools

Beginning teachers in Nigerian secondary schools frequently face significant professional adjustment challenges that mentorship programmes have the potential to address through structured guidance and peer learning frameworks. This study examined the role of mentorship programmes in the professional development of beginning teachers in Plateau State secondary schools, North Central Nigeria. A descriptive evaluative design was employed, with 120 beginning teachers (first three years of service) and 40 experienced mentor teachers participating from eighteen secondary schools in Jos North and Jos South local government areas. The Mentorship Programme Effectiveness Scale and the Teacher Professional Development Assessment Inventory were administered. Data were analysed using means, t-tests, and multiple regression. Findings revealed that beginning teachers in schools with active mentorship structures reported significantly higher professional confidence, classroom management competence, and job satisfaction compared to those without mentorship. Informal mentorship relationships were reported as more impactful than formally assigned but neglected pairings. Mentors' time availability and willingness were critical determinants of programme effectiveness. The study recommended that Plateau State's Secondary Education Board formalise mentorship as a mandatory induction component for all beginning teachers, with counsellors trained to facilitate mentor matching and reflective practice supervision. Keywords: mentorship, beginning teachers, professional development, Plateau State, school counselling.