Thesis:

Influence of school mentorship programs on learner Performance in public primary schools in Isiolo sub-county, Kenya

This study aimed at establishing the factors that influenced School-Based Mentorship Programs (SBMPs) intended to improve learner performance in schools, particularly for learners experiencing social challenges at home. The focus areas included mentorship tools and procedures, the vetting and training of mentors, the roles of mentors, and the code of ethics governing mentorship practices. The study adopted the Social Learning Theory and Behaviorist Theory to provide theoretical insights into the study objectives. A mixed-methods approach was employed, integrating both quantitative and qualitative data collection methods. Data were gathered through interviews, case studies, observations, and questionnaires. The validity of the study was ensured by collecting high-quality data using specific tools targeted at well-defined areas. The sampling procedure employed Yamane's formula to determine the appropriate sample size. Reliability was assessed using the test-retest method and standardized testing procedures, including the use of Cronbach’s Alpha test and the split-half method to evaluate internal consistency. Pilot testing of the research instruments was conducted at Mwangaza Primary School with two teachers and ten learners to refine the tools. Data were subsequently analyzed using regression models and content analysis, enabling the study to present valid and reliable findings on the effectiveness of SBMPs. The data revealed that while mentoring resources and established tools were moderately available, their accessibility and overall impact on learner performance varied. Mentor training was identified as insufficient, with respondents expressing skepticism regarding its effectiveness in enhancing learner support and academic outcomes. Nevertheless, mentorship roles were clearly understood and positively rated, signifying their importance in promoting ethical compliance within the mentorship structure. Regression analysis indicated a strong positive correlation between all independent variables and adherence to ethical standards. Specifically, mentoring resources, established tools, and clearly defined roles significantly predicted ethical compliance, whereas training showed a weaker predictive influence. The study concluded that ethical compliance within school mentorship frameworks was strongly supported by the availability of structured roles and resources but was undermined by deficiencies in mentor training. It recommended increased investment in comprehensive mentor training programs, improved resource provision, formalization of mentorship procedures, and reinforcement of the mentorship code of ethics. Additionally, the study suggested further research to investigate the long-term impacts of mentor training and the potential integration of digital tools to enhance mentorship quality in varied school environments.