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INVESTIGATING THE IMPACT OF MENTORSHIP AND FEEDBACK ON STUDENT TEACHERS' PERCEPTIONS OF FINAL YEAR TEACHING PRACTICE: LISTENING TO JAMAICAN STUDENT TEACHERS
Bennett, Ricardo
Bennett, Ricardo
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Thesis/Dissertation
Date
2025-05
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Educational Leadership
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https://doi.org/10.34944/py1p-mx90
Abstract
While extensive research exists on teacher preparation programs globally, there is limited empirical investigation into the impact of mentorship and feedback on student teachers' professional development within the Jamaican context. This mixed-methods study examined how final-year student teachers perceive mentorship effectiveness, explored relationships between feedback and professional growth, and assessed the overall impact on teaching practice satisfaction. Using data collected from student teachers (N=64) at two prominent teacher training institutions in Jamaica during 2024, the study employed surveys and semi-structured interviews to analyze mentorship experiences across primary and secondary school placements. Statistical analyses revealed disparities in mentorship experiences between primary and secondary placements, with notably higher dissatisfaction rates in secondary settings regarding feedback quality and mentor relationships. The study found statistically significant relationships between school placement level and mentorship quality as well as between placement level and feedback effectiveness. Qualitative findings highlighted systemic challenges in mentor availability, feedback consistency, and professional support structures.
The integration of quantitative and qualitative data indicated that while current mentorship practices substantially influence student teachers' professional development, existing frameworks require significant enhancement to effectively support teacher preparation. The study's findings suggest that mentor selection, feedback delivery mechanisms, and support structures need systematic reform to better align with student teachers' developmental needs.
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