International Journal For Multidisciplinary Research

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Impact of Structured Mentoring Programme on the Academic Achievement of Student Teachers

Author(s) Prof. Dr. Ruma Roy, Mrs. Arokia Mary
Country India
Abstract Mentoring is an essential component of academic and professional development for student teachers. This study was conducted to ascertain the impact of Structured Mentoring Programme (SMP) on the academic achievements of student teachers. There are many positive impacts of mentoring programmes, yet Institutions may struggle to meet mentee’s needs due to various factors such as lack of training, stress and various demands of the course. One of the recommendations of National Education Policy (NEP) 2020 is to develop mentorship, especially in teacher education, which is vital in creating prospective schoolteachers to shape the next generation. The impact of Structured Mentoring Programme (SMP) on the academic achievements of student teachers is ascertained through single group pretest posttest experimental design. 20 student teachers (B.Ed. 1st Year students) from St. Ann’s College of Education took part in this study. The statistical technique applied to analyze the data in this study was mean and standard deviation for Descriptive statistics and Paired t-test for inferential statistics. Findings of the study revealed that there was no significant improvement in the mentoring process after applying SMP. There was no significant difference in Academic achievement of student teachers after SMP intervention and no significant correlation between SMP and academic achievement of student teachers. However, to enhance the learning opportunities mentoring should be considered as an effective tool and student teachers should be more engaged through various domains of SMP. They should construe mentoring as a gateway in their academic journey of teacher education rather than an obstacle or interference.
Keywords Structured Mentoring Programme, Academic achievement, student teacher
Field Sociology > Education
Published In Volume 7, Issue 5, September-October 2025
Published On 2025-10-15
DOI https://doi.org/10.36948/ijfmr.2025.v07i05.58044
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