Teachers’ Beliefs About Mentoring Practices in Nigeria’s Public School System: A Proposed Framework to Curb Teacher Attrition

Abstract

This study explores teachers’ perceptions of mentoring practices and their impacts on teacher retention in Nigeria’s public schools, where 60% of teachers leave the profession within their first five years due to inadequate mentorship support. Using a mixed-methods approach, this study surveyed 200 teachers and conducted 45 semi-structured interviews across Nigeria’s southwest and north–central regions. The findings revealed that mentoring programs exist, but most programs are informal and lack structure, leaving beginning teachers unsupported. A shared belief among the participants was that structured mentorship can reduce burnout and improve professional confidence and directly impacts retention rates. In response to these gaps, this study proposes a structured mentorship program, including a defined mentor-to-mentee ratio (1:3 to 1:5), formalised mentoring sessions, regular assessments, and a program duration of one academic year. The proposed framework aims to provide consistent support, improve teacher retention, and enhance professional development. This study recommends piloting this mentorship framework in select schools and implementing it nationwide to address teacher attrition and improve the Nigerian education system.

1. Introduction

As in many professions, teachers are considered apprenticed and mentored by experienced educators, who socialise them into the practices, discourse, and knowledge inherent in teaching (Yoon & Larkin, 2018). Several studies have highlighted the impact of mentorship on teacher retention (Brewer, 2024; Maready et al., 2021). Typically, mentoring programs are established to support novice teachers in becoming proficient educators (Holdheide & Lachlan-Haché, 2019; Leibel et al., 2021; Martinez, 2023). These programs come in various forms, including group, informal, and formal mentorships (Stoeger et al., 2021). It has been established that mentoring programs, when properly articulated and implemented, increase job satisfaction, foster leadership among teachers, and enhance student achievement and engagement (Jacobson et al., 2020). This study was designed to explore the considerable benefits of mentorship practices in schools.

In the teacher education programs in Nigeria, mentoring is a familiar concept among educators. However, beyond the initial guidance during placement (or practicum), it has little or no sustaining impact on the school system (Humphreys et al., 2020). Many new teachers face significant challenges within their first five years of teaching (Lerner et al., 2021; Maher & Macallister, 2013; Bloomfield, 2010). Research indicates that these teachers often feel overwhelmed by their roles in modern classrooms, particularly with classroom management, differentiating pedagogy, inclusive practice, intercultural understanding, conducting assessments, effectively using instructional materials, addressing the needs of diverse learners, managing behavioural issues, and meeting expectations (S. Bolaji et al., 2013; S. D. Bolaji et al., 2017; Maher & Macallister, 2013; Mokoena & van Tonder, 2024; Sumampong & Arnado, 2024).

Studies have highlighted the challenges that new teachers face in elementary and secondary education, including insufficient support for novices and high attrition rates within their first few years on the job (Barnard et al., 2022; Tricarico et al., 2015). The issue of high teacher attrition is a global concern, echoed in studies from various countries, including Nigeria (Ávalos & Valenzuela, 2016; Balow, 2021; Kelchtermans, 2017; Mabeya, 2020; Piri, 2021). This paper draws on data collected from the research study “From Proficiency to Highly Accomplished: Mentorship Practices in the Public School System in Nigeria” to inform strategies aimed at reducing teacher attrition in Nigeria through mentorship programs.

This study establishes that, in addressing teacher attrition, it is necessary to examine whether institutionalised mentoring practices exist within the Nigerian public school system. To explore this, the study utilises Ambrosetti and Dekkers (2010) framework, which informs the development of effective mentorship programs.

By aligning this theoretical framework with the real-world experiences of Nigerian teachers, this study aims to provide evidence-based recommendations that will curb teacher attrition through a structured mentoring framework. These recommendations are expected to inform national educational policies and create a more supportive environment for teacher retention and professional growth.

1.1. Statement of the Problem

The absence of a robust mentorship program in Nigerian public schools contributes significantly to the high attrition rate among beginning teachers (S. Aderibigbe et al., 2018; Akin-Otiko, 2019; Kennedy & Modupe, 2022). While a few independent schools have initiated mentoring programs, they often focus narrowly on technical strategies, perpetuating inequity (Anachuna et al., 2024). Effective mentorship, including experienced mentors, stable employment, and online resources, is crucial in supporting novice teachers (Helms-Lorenz et al., 2016). In a study reported by S. A. Aderibigbe et al. (2022), three out of five teachers globally, including those in Scotland, left the profession within their first few years due to inadequate mentorship. This issue is highly relevant to Nigeria, where similar mentorship gaps contribute to high attrition rates, underscoring the urgent need for effective teacher retention strategies in the 21st century (Ajani, 2023; Abolo & Nwokonko, 2021). Moreover, challenges in conceptualising and implementing effective mentorship, such as training mentors and selecting strategies, remain problematic (Adelabu, 2009; Azakpe, 2015). Therefore, this study aims to provide strategies through a mentoring program that could potentially enhance the retention rate of beginning teachers in Nigeria’s public school system.

1.2. Purpose of the Study

This study explored teachers’ beliefs about mentoring practices in Nigeria’s public school system and proposes a framework to address teacher attrition. It sought to understand how both beginning and experienced teachers perceive the current mentorship practices and their role in supporting teacher retention beyond the first five years.

1.3. Significance of the Study

This study emphasised the importance of mentorship for teacher development and retention in Nigerian public schools (Okeke et al., 2019; Onyia et al., 2019). It explored teachers’ beliefs about the role of mentorship in supporting beginning teachers’ participation in mentorship programs and fostering professional growth. The study provides insights into how mentors perceive reflective practices and their potential impacts on teaching strategies. Additionally, the findings suggest that educational authorities can use these insights to inform the development of formal mentorship programs that could contribute to teacher retention, as reflected in the opinions of the participants.

1.4. Research Question

The overarching question that guided this study centred on how an operational mentorship framework has improved teacher development and retention in public schools in Nigeria. The consequent questions were as follows:

• What are the experiences of teachers regarding mentorship practices within the Nigerian public school system?
• How do teachers believe that mentorship practices affect attrition rates?
• What strategies from the literature can improve mentoring practices to reduce teacher attrition in Nigeria’s public schools?

Experienced teachers play a vital role in supporting beginning teachers and promoting teaching reform (S. Bolaji & Pollock, 2022; Bakkenes et al., 2010; C. Smith & Gillespie, 2023; Villani, 2002). However, mentoring is either absent or inconsistently applied in many schools (Ávalos & Valenzuela, 2016; Sewell et al., 2017). This study sought to understand the opinions of practicing teachers on mentoring programs in Nigerian public schools, using the frameworks presented by Ambrosetti and Dekkers (2010), Ambrosetti et al. (2014, 2017) to explore effective mentoring practices and reduce teacher attrition.

2. Theoretical Framework: Ambrosetti and Dekkers (2010)

This study adapted the conceptual framework proposed by Ambrosetti and Dekkers (2010), originally designed for preservice teachers, to develop a structured mentorship model for Nigerian public schools. The framework emphasises three key components, relational, developmental, and contextual aspects of mentoring, which guided the researchers in structuring the study.

Although this framework was not directly implemented in schools for data collection, it informed the overall approach of the study. The relational component directed the exploration of mentor–mentee relationships, ensuring active engagement from both parties (Ab Kadir, 2017). The developmental aspect shaped the survey and interview questions to explore the professional growth of both mentors and mentees, fostering opportunities for mutual learning. Furthermore, the framework’s contextual elements ensured that mentoring practices were aligned with the specific realities of Nigerian public schools.

These three components in Figure 1 (Ambrosetti & Dekkers, 2010; Ambrosetti et al., 2017) guided the design of the survey and interview questions, focusing on teachers’ perceptions and beliefs regarding mentoring practices in Nigeria. Although the data were not explicitly disaggregated according to these three elements, they served as foundational principles for the interpretation of the findings. Future analyses could benefit from further disaggregating the data by these components to gain deeper insights into the complexities of mentoring practices (Archibong et al., 2010). Contextually, this mentorship adapts to the local educational environment, making it highly relevant for Nigeria’s public school system.

Critically, this framework identifies both the strengths and potential weaknesses of implementing such mentorship programs in Nigeria. While it emphasises mutual benefits and dynamic professional relationships, challenges such as under-resourced schools and administrative constraints may hinder its effectiveness (Matthew, 2016). Nevertheless, this study proposes leveraging this model for a formal mentoring framework that could help to reduce the attrition of beginning teachers by fostering supportive relationships, facilitating professional development, and addressing the specific challenges faced by educators in Nigeria’s public schools.

3. Research Design

As stated in Figure 2, this study employed a mixed-methods design to examine mentoring practices within the Nigerian public school context, guided by the theoretical framework of Ambrosetti and Dekkers (2010). This framework informed the development of semi-structured interview questions that captured participants’ experiences with mentorship, focusing on the relational, developmental, and contextual aspects of mentoring. By integrating these components, the study sought to determine how mentoring practices influence teacher attrition and retention.

The mixed-methods approach allowed for a deeper understanding of mentorship’s role in supporting professional growth, with interviews conducted on a one-on-one basis to ensure comprehensive, candid responses. The findings, informed by this framework, provide valuable insights into strategies aimed at reducing attrition and fostering teacher development in Nigerian public schools (Tuffour, 2017; Palmer et al., 2010).

3.1. Data Instruments

This study collected data through questionnaires and semi-structured interviews across two of Nigeria’s six geopolitical zones: southwest (SW) and north–central (NC). Specifically, two states from each zone were selected: Lagos State (Excellence State, ES) and Oyo State (Pacesetter State, PS) from the SW and Kwara State (Harmony State, HS) and Kogi State (Confluence State, CS) from the NC. The purposeful selection of these regions aimed to compare high-performing and low-performing areas with respect to teacher retention and professional development, ensuring a comprehensive understanding of the mentorship practices in these areas.

Guided by the theoretical framework proposed by Ambrosetti and Dekkers (2010), which emphasises the relational, developmental, and contextual aspects of mentoring, the design of both the questionnaires and interview questions was shaped. The relational component focused on mentor–mentee interactions, the developmental aspect explored the professional growth of both mentors and mentees, and the contextual component ensured that the questions were relevant to the Nigerian educational environment.

The data collection process involved administering a survey designed to assess teachers’ perceptions of mentoring’s impact on retention and professional development. This was followed by semi-structured interviews, which were digitally recorded, to delve deeper into the mentoring practices, criteria for mentor–mentee pairing, and existing policies. The interviews aimed to provide qualitative insights into the effectiveness of mentoring programs in Nigeria’s public school system. The theoretical framework guided the analysis of the qualitative data, focusing on how these three components (relational, developmental, and contextual) influenced teachers’ experiences and perceptions of mentoring.

3.1.1. Survey Instrument’s Validation and Reliability

The survey used in this study was specifically designed for this research, addressing the unique aspects of teacher mentoring and its impact on retention and professional development within the Nigerian context. Recognising the importance of ensuring the reliability and validity of the instrument, several steps were taken to rigorously validate the survey and ensure its effectiveness.

Face Validity: The survey items were assessed for face validity, ensuring that they appeared to adequately address the research objectives and align with the constructs being studied. This superficial evaluation ensured that the survey items were relevant and fit for the intended purpose (L. Holloway et al., 2014).

Content Validity: To ensure that the survey comprehensively captured the relevant aspects of teacher mentoring, the content validity was assessed through review by research supervisors. Their expert input ensured that the test items covered the intended constructs thoroughly, making certain that the survey measured what it was supposed to (Almanasreh et al., 2019).

Construct Validity: The survey’s construct validity was also thoroughly reviewed. Expert feedback and consultation helped to confirm that the items were accurately measuring the theoretical constructs related to teacher mentoring and retention. This was key to ensuring that the survey was valid for the specific context of the Nigerian public school system (Westen & Rosenthal, 2003).

3.1.2. Reliability Measures

To ensure the reliability of the instrument, several steps were taken to evaluate its consistency.

Internal Consistency: The reliability of the survey was assessed using Cronbach’s alpha, with values ranging from 0.7 to 0.8. These values indicate good internal consistency, confirming that the survey items reliably measured the same construct (Kimberlin & Winterstein, 2008; Sergio et al., 2022).

Triangulation: Triangulation was employed to strengthen the reliability and validity of the findings. By combining the survey data with semi-structured interviews, member checking, and field notes, this study ensured a more comprehensive and robust approach to data collection. The integration of these methods not only enhanced the study’s reliability but also enriched the validity of the qualitative components (Creswell & Poth, 2016; Murdock, 2019; Nowell et al., 2017).

In a nutshell, the survey instrument was carefully designed, validated, and tested for reliability, ensuring that the data collected were both accurate and consistent. The combination of quantitative and qualitative methods, supported by triangulation, further enhanced the integrity and credibility of the study’s findings.

3.2. Participants for the Study

The researchers obtained the necessary approval from the State Ministry of Education (SMoE) to access the schools involved in the study. With the cooperation of the school principals, the teachers were informed about the research. The schools were stratified by the teachers’ years of experience: those with less than five years were categorised as mentees and those with five or more years as mentors. Teachers who volunteered to be part of the study were provided with an information sheet and a consent form, both of which needed to be signed by the participants. The information sheet clearly outlined the objectives of the study and the benefits and potential risks associated with both the survey and the interviews. It also detailed how the data would be stored and utilised and the duration of their retention. Despite efforts to recruit a larger number of participants for the qualitative component of the study, practical challenges such as access and security issues significantly influenced the sample size. These constraints were particularly pronounced in regions experiencing higher levels of insecurity, affecting the feasibility of conducting in-depth interviews.

3.3. Procedure for Data Collection

In this study, quantitative data were collected using the Online Data Kit (ODK), where teachers in selected Nigerian states completed surveys on electronic tablets, with data automatically uploaded to the ODK server. Participants signed consent forms outlining the study’s purpose, their rights, and the confidentiality measures. Additionally, semi-structured interviews were conducted, with participation on a voluntary basis. Teachers were informed about their rights and offered counselling services due to the potential sensitivity of the topics discussed. The interviews were digitally recorded and handled with strict confidentiality to ensure privacy and accuracy during analysis.

3.4. Data Analysis

The quantitative data were analysed using SPSS Version 26, where frequency counts, percentages, and regression analyses were applied to examine the relationships between mentoring and teacher retention. The significance level was set at p ≤ 0.05. For qualitative data, a thematic analysis was conducted using the NVivo (2020) software to identify patterns and themes related to mentoring practices and their effects on teacher attrition (Lincoln & Guba, 1985; Creswell & Poth, 2016). This process involved transcribing the audio recordings and field notes, which were then coded and analysed to understand the impact of mentoring within the cultural and contextual backgrounds of the teachers (Saldaña, 2021). The thematic coding was regularly updated and compared with the literature to ensure a robust analysis.

3.5. Sample and Sampling Technique

Purposeful sampling was employed to select participants and locations for the study, aiming to provide meaningful insights into mentoring practices in Nigerian public schools (Creswell, 2015). Maximal variation sampling (MVS), a type of purposeful sampling, was used to capture a diverse range of perspectives based on key variables such as location, region, and teacher experience (Creswell & Guetterman, 2021). Two geopolitical zones, southwest and north–central, were chosen based on educational achievement and teacher retention rates. From these zones, 200 teachers were selected from 20 schools, with 50 teachers from each of the four states participating. For the qualitative component, semi-structured interviews were conducted face-to-face with 45 teachers to ensure detailed, authentic accounts of their experiences. This sampling strategy allowed the study to explore the complexities of mentoring practices in Nigeria’s public school system. The researchers conducted semi-structured interviews with a total of forty-five (45) teachers, and 200 questionnaires were administered, as stated in

Table 1. The structured questionnaire administered to all selected teachers in the sample.

Geopolitical Zone	States and Number of Schools	Questionnaires	Interviews
Southwest	Lagos State 10	50	15
	Oyo State 10	50	10
North–Central	Kwara State 10	50	10
	Kogi State 10	50	10
Sample Size	40	200	45

below.

3.6. Ethical Considerations

The research received approval from Charles Darwin University’s ethics committee (Approval No.: H23030).

3.7. Quantitative Data Analysis

• RQ 1: What are the experiences of teachers regarding mentorship practices within the Nigerian public school system?

Table 2. Descriptive analysis showing dominant mentorship practices in public schools in Nigeria.

S/N	Item	SA F (%)	A F (%)	D F (%)	SD F (%)	M	SD
1	Individual schools have designed a mentoring program in public schools in Nigeria.	7 (3.5)	118 (59.0)	40 (20.0)	35 (17.5)	2.49	0.82
2	Individual schools have implemented a designed mentoring program for teachers in public schools in Nigeria.	5 (2.5)	108 (54.0)	47 (23.5)	40 (20.0)	2.39	0.83
3	There is a prescribed approach for mentoring teachers in public schools in Nigeria	10 (5.0)	107 (53.5)	34 (17.0)	49 (24.5)	2.39	0.91
4	There is a uniform mentoring program implemented across all schools within a local education authority.	9 (4.5)	89 (44.5)	58 (29.0)	44 (22.0)	2.32	0.87
5	There is no mentoring program in most schools within public schools in Nigeria.	14 (7.0)	75 (37.5)	72 (36.0)	39 (19.5)	2.32	0.87
6	Most schools adopt an informal mentoring program.	26 (13.0)	121 (60.5)	28 (14.0)	25 (12.5)	2.74	0.84
7	Mentoring in most public schools is unstructured, and teachers collaborate through informal means.	28 (14.0)	102 (51.0)	38 (19.0)	32 (16)	2.63	0.92
8	Mentorship forms a crucial part of the orientation program for teachers in public schools.	22 (11.0)	120 (60.0)	25 (12.5)	33 (16.5)	2.66	0.88
9	Mentorship programs in Nigerian public schools are characterised by open communication and mutual trust.	17 (8.5)	131 (65.5)	21 (10.5)	31 (15.5)	2.67	0.84
10	Mentorship practices in Nigerian public schools effectively address the challenges faced by new teachers.	16 (8.0)	124 (62.0)	27 (13.5)	33 (16.5)	2.62	0.86

S/N (Serial Number), SA (Strongly Agree), A (Agree), D (Disagree), SD (Strongly Disagree), M (Mean), and SD (Standard Deviation).

reveals the varying responses among the participants regarding the design and implementation of mentoring programs in Nigerian public schools. Regarding the design of mentoring programs, 3.5% of the respondents strongly agreed, 59.0% agreed, 20.0% disagreed, and 17.5% strongly disagreed that schools have designed mentoring programs. The majority, namely 62.5%, expressed agreement, suggesting that mentoring programs are in place. Regarding the implementation of these programs, 2.5% strongly agreed, 54.0% agreed, 23.5% disagreed, and 20.0% strongly disagreed. This indicates that, while the majority believe that mentoring programs are implemented (56.5%), there remains a significant portion who are unsure or disagree.

Opinions on the structure of mentoring programs also varied. Regarding a prescribed approach, 5.0% strongly agreed, 53.5% agreed, 17.0% disagreed, and 24.5% strongly disagreed, indicating some inconsistency in the approach. Concerning uniformity, 4.5% strongly agreed and 44.5% agreed that there was a consistent mentoring program across the local education authorities, while 29.0% disagreed and 22.0% strongly disagreed. This inconsistency reflects differing opinions on the standardisation of mentorship practices.

The data show that 73.5% of respondents agreed that informal mentoring systems were prevalent, while 26.5% disagreed, suggesting mixed views on the formality of these programs. In addition, 65% of the respondents viewed mentoring as unstructured and peer-driven, with 35% disagreeing, indicating divided opinions on the program’s structure. The majority, 71%, stated that mentorship was part of the orientation program for new teachers, while 74% believed that mentorship programs were characterised by open communication and mutual trust.

In conclusion, while there is general support for mentoring programs, the data highlight variability in the consistency and structure of these programs across regions. These mixed opinions indicate that, while mentoring is occurring, the inconsistency in its structure and formality across different regions and schools points to a gap in the overall effectiveness of these programs. Therefore, while the findings suggest a need for more structured and formalised mentoring systems, it is important to acknowledge that this conclusion is drawn from the varying perceptions of teachers, rather than from an empirical evaluation of the programs’ effectiveness.

• RQ 2: How do teachers believe that mentorship practices affect attrition rates?

Table 3. Descriptive analysis showing impacts of mentorship on retention/attrition of beginning teachers.

S/N	Item	VT F (%)	ST F (%)	SUT F (%)	VUT F (%)	M	SD
11	The school-based mentoring program contributes to the decision of beginning teachers to remain in the profession beyond the first 5 years.	71 (35.5)	88 (44.0)	22 (11.0)	19 (11.0)	3.04	0.95
12	Mentoring reduces the complexity of the teaching profession.	107 (53.5)	59 (29.5)	13 (6.5)	21 (10.5)	3.26	0.98
13	The mentoring program provides the skills teachers need to remain and progress in the teaching profession.	101 (50.5)	73 (36.5)	10 (5.0)	16 (8.0)	3.30	0.89
14	Mentoring reduces burnout through collaboration and teamwork.	100 (50.0)	66 (33.0)	10 (5.0)	24 (12.0)	3.21	0.99
15	The mentorship program contributes to the job satisfaction of both beginning and experienced teachers.	100 (50.0)	72 (36.0)	13 (6.5)	15 (7.5)	3.29	0.89
16	Mentoring programs impact the attrition rate of quality teachers in public schools.	96 (48.0)	76 (38.0)	12 (6.0)	16 (8.0)	3.26	0.89
17	The reduced cost of the recruitment and training of beginning teachers justifies the cost of mentoring programs.	60 (30.0)	84 (42.0)	23 (11.5)	33 (16.5)	2.86	1.03
18	The impact seen on mentees as a result of training encourages mentors to be more committed.	103 (51.5)	80 (40.0)	8 (4.0)	9 (4.5)	3.39	0.76
19	The support and guidance I received through mentorship training influenced my decision to continue in this role.	83 (41.5)	88 (44.0)	17 (8.5)	12 (6.0)	3.21	0.84
20	Effective mentorship boosts beginning teacher confidence and reduces attrition rates.	112 (56.0)	67 (33.5)	8 (4.0)	13 (6.5)	3.39	0.84

S/N (Serial Number), VT (Very True), ST (Somewhat True), SUT (Strongly Untrue), VUT (Very Untrue), M (Mean), SD (Standard Deviation).

highlights the strong support for the positive effects of mentorship programs on teacher retention in Nigeria. A significant 35.5% of respondents strongly agreed, and 44% somewhat agreed, that school-based mentoring programs are crucial in retaining beginning teachers beyond their first five years, demonstrating the importance of mentorship in sustaining teaching careers. Over half of the respondents (53.5%) agreed that mentoring helps to reduce the complexities of the teaching profession, highlighting its role in alleviating professional challenges (Treasure et al., 2022; Weinberg, 2019). Additionally, 50.5% of the respondents strongly agreed that mentorship equips teachers with the skills necessary for career advancement.

Mentorship also positively impacts workplace well-being, with 50% of the respondents agreeing that it reduces burnout by fostering collaboration and teamwork. Furthermore, 50% of the respondents agreed that mentorship positively affects job satisfaction for both new and experienced teachers.

In terms of teacher retention, 48% of the respondents strongly agreed that mentorship reduces the attrition rates among quality teachers. Additionally, 42% agreed that mentoring programs are cost-effective, reducing the need for recruitment and training. Notably, 51.5% of the respondents felt that witnessing their mentees’ growth motivates mentors to continue in the program, reflecting the reciprocal benefits of mentorship.

Regarding the influence of mentorship on individual career decisions, 41.5% of the respondents strongly agreed, and 44% somewhat agreed, that the guidance received through mentorship influenced their decision to stay in the teaching profession. Finally, 56% of the respondents strongly agreed that mentorship boosts the confidence of beginning teachers and helps to reduce attrition rates.

In summary, the analysis demonstrates that mentorship programs significantly enhance teacher retention, job satisfaction, and professional development. This underscores the need for more structured mentorship initiatives in Nigerian public schools.

Table 4. Linear regression analysis showing the relationship between mentoring and teacher retention.

R = 0.271 R2 = 0.073 a Adjusted R2 = 0.069 Standard Error = 5.57894
ANOVA
Model		Sum of Squares	Df	Mean Square	F	p-Value
1	Regression	486.739	1	486.739	15.638	0.000 b
	Residual	6162.656	198	31.125
	Total	6649.395	199
a Dependent Variable: Teacher Retention
b Predictors: (Constant), Mentoring

presents the results of the linear regression analysis conducted to examine the relationship between mentoring and teacher retention. The outcome of the study shows that mentoring significantly affects teacher retention, with an F-statistic of 15.638 and a p-value of less than 0.05. This indicates that mentoring has a statistically significant role in influencing teacher retention. However, the adjusted R-squared value of 0.073 suggests that only approximately 7.3% of the variation in teacher retention can be explained by the model. While this percentage is relatively low, it still underscores the importance of mentoring as one factor contributing to teacher retention.

It is important to note that the low R-squared value indicates that other unaccounted-for variables likely contribute to the variation in teacher retention. Therefore, while mentoring significantly contributes to retention, it does not explain a substantial portion of the variability, suggesting the involvement of additional factors. This study provides statistical evidence that mentoring is influential, but it also highlights the complexity of teacher retention, with many other factors playing a crucial role.

In summary, although the model does not account for a considerable amount of the variability in teacher retention, it still achieves statistical significance, reinforcing the idea that mentoring is a relevant factor in retention efforts. However, the results emphasise the need to explore other factors that may influence teacher retention, which were not captured in this study (Buchanan et al., 2013; Zhang & Zeller, 2016). The R-squared values suggest that other factors also significantly influence teacher retention.

3.8. Qualitative Data Analysis

The qualitative data analysis established a lack of mentoring practices in the public school system in Nigeria and ascertained that this lack of mentoring has contributed to the teacher attrition rate in the system. The analysed data, presented below, capture this trend succinctly.

3.8.1. Lack of Formal Mentoring Program in Nigeria

The analysed data revealed that there was no dominant mentoring practice in Nigeria. There was a consensus among the participants on the necessity of establishing a formal framework for mentorship to provide structured guidance and support to both new and existing teachers. This need was a common theme across all participant responses. Specifically, participants from the north–central region, namely Harmony State (HS), affirmed this position. The statements of the participants emphasised the importance of structured mentorship programs for all teachers, but they noted that, to the best of their knowledge, no such programs currently exist.

“to the best of my knowledge, I don’t think there is a program of such. There may be, but I have not come across any of that.”

(NC HS, Participant 1)

“So, there is no there’s no specific framework induction or orders or guidelines.”

(NC HS, Participant 5)

The data revealed a general understanding of what mentoring should entail, but the participants acknowledged that there was no formal framework in place to support beginning teachers. A participant from the SW region encapsulated the thoughts of others in this region with the following comment:

“There’s no there’s no written. There’s no framework. It’s just an informal form of mentorship”

(SW ES, Participant 3)

Across the two regions and states involved in the data collection, the participants universally shared the view that there was no formalised mentorship framework. Although the data captured participants’ reflections on various approaches to mentorship, these ranged from informal arrangements to more structured programs (Janssen et al., 2016). In some cases, mentorship appeared to be personalised, with mentors assigned based on individual needs rather than following a standardised framework.

3.8.2. Attrition Rates of Teachers

The semi-structured interviews elicited insightful responses about the attrition of teachers due to the lack of institutional mentoring practices. The insights from the participants were quite concerning and provided a needed understanding of why the issue of mentoring persists in the public school system in Nigeria. The shared attitude among the participants was as follows:

…it is possible for someone to find themselves in an unintended occupation but when there is no one to guide you to see the positive side of the career, you will definitely get out of that occupation faster than you think. This is the missing gap why we have the high level of attrition though there are other issues…

(SW NC, Participants)

The above position appears to be the major one for the participants; however, the other reasons highlighted provide substantial insights into the multifaceted factors that require urgent attention to curb the attrition rates of teachers in the public school system in Nigeria.

“if, they came to teaching through this slogan, if what is preferable is not available, what available will be preferable. So, they did not plan for it, that’s number one. Number two, they were not trained for the job.”

(SW PS, Participant 1)

“Even some that didn’t actually ermm go in the line of education, but they just they just needed something to. So one thing I’ve noticed is that most of them just had to opt for the job, and they’re always like, I would soon leave this place, I would soon leave this place.”

(SW PS, Participant 4)

“a lot of people find themselves here in the teaching line because they don’t have a job. So those that fall off, they fall off because it was not in their plan to be here firstly.”

(SW PS, Participant 6)

According to the participants, a lack of genuine interest in or passion for teaching was a major contributor to the attrition rates, as individuals may seek alternative career paths once other opportunities become available. The participants also reported that many individuals lack the necessary skills or aptitude for teaching, leading to dissatisfaction and eventual departure from the profession. One participant remarked,

“No, bueehh…another thing is that we have some of these ahh…teachers, they’re hahh…some of them, they are not, they are not really…good in teaching.”

(SW ES, Participant 6)

The participants believed that this situation will continue to persist until issues like the lack of planning, the mismatch between skills and job requirements, and the need for better career guidance are addressed (Gordon, 2020).

4. Discussion of Findings

The analysis of the data provides critical insights into the state of mentorship practices in Nigerian public schools and their impacts on teacher retention. The study’s findings highlight a complex and somewhat contradictory relationship between the perceived benefits of mentorship and the lack of a dominant, formalised mentorship system in place across the school system.

The survey findings revealed that 85.5% of the respondents agreed that mentorship influenced their decision to continue teaching. This result underscores the recognised value of mentorship in enhancing job satisfaction, professional development, and, most notably, teacher retention. Teachers, particularly beginning teachers, often face challenges such as classroom management, differentiating instruction, and addressing the needs of diverse learners. In this context, mentorship offers critical support in helping teachers to navigate these challenges, improve their teaching practice, and build confidence in their roles. These findings are consistent with the literature, which highlights the positive effects of mentorship on teacher retention, especially in the early stages of a teacher’s career (S. M. Holloway & Gouthro, 2011; Hudson, 2016; Brewer, 2024; Jacobson et al., 2020).

Despite this overwhelming recognition of mentorship’s positive impact on retention, the data from the study reveal a significant gap in the actual implementation of mentorship programs. The qualitative responses consistently pointed out that, while mentorship exists informally in some schools, there is no formalised, consistent framework that can be universally applied across schools in Nigeria. This highlights a critical contradiction: although teachers acknowledge the value of mentorship, they are not always provided with a structured, sustainable system to support their professional growth and retention.

The qualitative data collected from the interviews with teachers clearly indicate that there is no dominant mentoring practice in the Nigerian public school system. Participants across different regions of Nigeria consistently highlighted the absence of a formal, structured mentorship program. Teachers reported that any mentorship that did exist was largely informal, often based on personal relationships or ad hoc arrangements rather than a standardised approach.

This lack of formal mentorship is particularly concerning in light of the high attrition rates in the profession. The interviews revealed that many new teachers leave the profession because they feel unsupported, unprepared, or disconnected from the core elements of teaching. Without proper guidance and mentorship, these teachers struggle to develop the necessary skills and confidence to navigate the complexities of teaching, leading to burnout and, eventually, attrition. These findings are in line with previous research that has shown that, without effective mentorship, teachers are more likely to experience stress and dissatisfaction, which ultimately drives them out of the profession (García & Weiss, 2019; S. A. Aderibigbe et al., 2022; Egu et al., 2011; Akin-Otiko, 2019; Kennedy & Modupe, 2022).

The discrepancy between the strong recognition of mentorship’s value and the lack of formal mentoring practices underscores the urgent need for a more structured and formalised approach to mentorship in Nigerian public schools. While informal mentorship can be beneficial, it is insufficient in addressing the systemic challenges that many new teachers face. The variability in the quality and consistency of mentorship programs across schools makes it difficult to ensure that all teachers receive the necessary support.

This study suggests that, to fully leverage the positive impact of mentorship on teacher retention, there must be a nationwide initiative to establish formal mentorship frameworks. These frameworks should include clear guidelines for mentor selection, training, and ongoing support for both mentors and mentees. A standardised program would ensure that beginning teachers are consistently supported, regardless of the region or school they are placed in. Furthermore, such a program would not only benefit beginning teachers but would also enhance the leadership and professional development opportunities for experienced teachers who serve as mentors.

The findings also show that mentorship has the potential to significantly reduce teacher attrition. Teachers who received mentorship reported higher job satisfaction, reduced burnout, and a greater sense of confidence in their teaching abilities. This points to the critical role that mentorship can play in preventing teachers from leaving the profession. For new teachers, mentorship programs provide the tools and guidance that they need to feel confident in their roles, leading to increased retention (S. Bolaji & Pollock, 2022; T. M. Smith & Ingersoll, 2004).

However, the absence of a standardised framework for mentorship means that many teachers are not benefiting from these advantages. This study suggests that, by formalising mentorship programs, Nigerian schools can help to reduce the attrition rates by providing beginning teachers with the support that they need to succeed. Structured mentorship would allow teachers to build strong professional relationships, gain practical insights, and develop teaching strategies that improve classroom management and student outcomes.

In conclusion, this study’s findings confirm that mentorship is a crucial factor in teacher retention, particularly for beginning teachers in Nigeria. While the data reveal that mentorship has a recognised positive impact on retention, the lack of a dominant, formalised mentorship framework prevents this potential from being fully realised. The findings highlight the need for a comprehensive, structured mentorship program that can be implemented across schools in Nigeria. This program should focus on providing consistent, high-quality mentorship to all teachers, with a particular emphasis on those in their early years of teaching. Such an initiative could play a key role in addressing the teacher attrition crisis in Nigeria and fostering a more supportive, sustainable teaching workforce.

5. Proposed Strategy Through Mentoring Program for Beginning Teachers

The mentoring program for beginning teachers, as outlined in

Table 5. Proposed structured approach for beginning teachers in public schools in Nigeria.

Component	Description	Details
Mentor to Mentee Ratio	Each mature teacher mentors 3–5 beginning teachers.	Ensures personalised attention and a manageable mentorship load.
Scope of Mentoring	Comprehensive introduction to the teaching profession.	Covers the school culture, teaching standards, classroom management, and basic instructional strategies.
Application of Mentoring	Regular structured and informal sessions.	Weekly sessions initially, then bi-weekly; includes real-time classroom observations and feedback.
Assessment Components	Observation, reflection, and formal reviews.	Mentors use observation reports to provide feedback; mentees use reflection journals for self-assessment; formal performance reviews at the end of each term.
Duration	One academic year.	Duration designed to cover the critical first year of teaching.

Source: Interpretation of the theory discussed and the findings of this study informed this proposal created by the researchers.

, represents a proposal for a structured approach to integrating beginning teachers into the Nigerian public school system.

Proposed Mentoring Program for Beginning Teachers

The proposed mentoring program for beginning teachers is designed to support their induction into the Nigerian public school system, with the aim of reducing teacher attrition. This program may provide new teachers with essential support, guidance, and professional development during their critical first year. It is proposed that the program aligns with global best practices while addressing the specific needs of the Nigerian educational context (Kenneth, 2019; Okunade et al., 2023).

Mentor to Mentee Ratio

A mentor to mentee ratio of 1:3 to 1:5 is proposed to ensure personalised attention and a manageable mentorship load. This ratio may allow for more effective support and interaction between mentors and mentees, ensuring that mentors are not overwhelmed and can provide tailored guidance to each beginning teacher. Research suggests that smaller mentor–mentee ratios contribute to more effective mentoring, fostering closer relationships that may significantly influence teacher retention and professional development (Kram, 1985; Hobson et al., 2009).

Scope of Mentoring

The scope of the mentorship program is proposed to be comprehensive, covering essential areas such as the school culture, classroom management, and instructional strategies. These areas may be critical in supporting new teachers as they transition into the teaching profession, helping them to understand their environment, manage classrooms effectively, and improve their teaching practices. The proposed program may benefit from including both practical and cultural aspects of teaching, as research supports the importance of such an approach in helping teachers to build confidence and competence (Feiman-Nemser, 2001; Day et al., 2016).

Application of Mentoring

The program proposes regular structured and informal mentoring sessions, with weekly meetings initially and bi-weekly sessions as teachers gain more independence. This flexible structure may accommodate the evolving needs of new teachers as they build confidence and mastery over time. Gradually reducing the frequency of sessions while maintaining support aligns with the best practices in teacher mentoring, allowing new teachers to transition into their roles with appropriate levels of support (S. M. Holloway & Gouthro, 2011).

Real-Time Classroom Observations and Feedback

Real-time classroom observations and feedback are proposed as central components of the mentoring process. Mentors may observe mentees in their classrooms and provide constructive feedback aimed at improving their teaching practices. Classroom observations are widely recognised as an effective way to provide actionable feedback to new teachers, promoting a reflective practice and helping mentees to adjust their methods to better meet student needs (Akinnawonu et al., 2025; Garet et al., 2001).

Assessment Components

The proposed assessment process includes observation reports, reflection journals, and formal performance reviews. Mentors may provide feedback through observation reports, while mentees could use reflection journals to track their growth and areas for improvement. Formal reviews at the end of each term may offer a structured way to evaluate progress. The use of multiple assessment methods ensures continuous feedback, allowing mentees to gain a clear understanding of their development over time (Luft et al., 2007). These assessments may provide a well-rounded view of a teacher’s progress, addressing both personal reflection and professional practice.

Duration

The proposed program is designed to last one academic year, covering the critical first year of teaching. Research has shown that intensive mentoring during the first year may significantly impact teacher retention by providing teachers with the support and confidence that they need to succeed in the classroom (Holdheide & Lachlan-Haché, 2019; Leibel et al., 2021). This timeframe is consistent with international best practices, which emphasise the importance of a comprehensive induction process to support teachers through their most challenging year (Feiman-Nemser, 2001).

6. Conclusions and Recommendations

The proposed mentoring program for beginning teachers aims to provide a structured approach to teacher development in Nigeria. This program emphasises key areas such as the school culture, classroom management, and instructional strategies, ensuring that new teachers receive the necessary support during their critical early years. The flexibility of the program allows it to be adapted to individual teachers’ needs, providing personalised guidance for professional growth and classroom success.

While the data from this study primarily reflect teachers’ opinions and beliefs about existing mentoring practices, the proposed program draws on the established literature and best practices from other contexts. Research supports the idea that well-structured mentoring programs can contribute to teacher retention, helping teachers to feel supported, confident, and prepared to navigate the complexities of their profession (Luft et al., 2007; Feiman-Nemser, 2001; Holdheide & Lachlan-Haché, 2019; Mokoena & van Tonder, 2024).

Recommendations

Based on the findings of this mixed-methods study, which examined teachers’ beliefs about mentoring practices and how these practices affect teacher retention, the following recommendations are proposed to improve mentoring practices and reduce teacher attrition in Nigeria’s public schools. These recommendations align with the themes identified in the research and draw on evidence from the existing literature to guide the implementation of effective mentoring frameworks.

• Prioritise structured mentoring frameworks: This study shows that mentoring practices vary across regions, with informal mentoring being more common. There is a need for a formal structure to better support teachers, especially in their early years. By involving stakeholders like school principals, education inspectors, and teachers, mentoring programs can be better designed to meet local needs and challenges.
• Pilot the proposed mentoring framework: This study highlights the need for regular and formalised mentoring sessions. A pilot study in selected schools will test how practical and effective the proposed framework is. This phase will help to gather data on its feasibility and effectiveness and areas that need improvement. The pilot should be closely monitored before rolling out the program on a larger scale.