Effect of Teacher Mentoring Programme in Malaysia on Improving Teachers' Self-Efficacy

Abstract

Through a Teacher Mentoring programme in Malaysia, a group of twenty one teachers from Muar, Johor participated in a three-month action research study answering the question, “What is the effect of a teacher mentoring programme on improving teachers' self-efficacy and achievement in the use of strategies to actively engage their students?” A one-group pre- and post-test design was used to measure their self-efficacy (Lyne Mentor Scale) and achievement (Observation form). The sample was one of convenience, as all participants attended the same Teacher Professional Development workshops (TPDs). The results of this study seem to indicate that both the teachers’ self-efficacy and achievement improved.