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A descriptive survey design uses a multistage sample of n=400 and collects data through a questionnaire, followed by descriptive and inferential statistical analyses. Results indicate about 80% of mentoring practices are ineffective, with significant group mean differences and large effect sizes, plus moderate differences between mentees and mentors. No significant differences emerge between natural and social science streams, while a significant negative relationship is found between mentors and mentees regarding effectiveness. The study concludes mentoring is a serious problem requiring stakeholder intervention and recommends guidance focused on social interactions, instructional practice, feedback, and teaching clarity.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/effectiveness-of-mentoring-practices-in-east-and-west-hararghe-zones-secondary-schools-of-eastern-ethiopia/592063/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/effectiveness-of-mentoring-practices-in-east-and-west-hararghe-zones-secondary-schools-of-eastern-ethiopia/592063.png","ImageObject",300,407,{"name":92,"@type":93},"Mabel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",11,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What is the main objective of the study?","Question",{"text":113,"@type":114},"To assess the effectiveness of mentoring practices in secondary schools in East and West Hararghe Zones of Eastern Ethiopia.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"What research design and data collection method were used?",{"text":118,"@type":114},"A descriptive survey design was used, with n=400 participants selected through multistage sampling and data collected via a questionnaire.",{"name":120,"@type":111,"acceptedAnswer":121},"What were the key findings about mentoring effectiveness?",{"text":122,"@type":114},"Approximately 80% of mentoring practices were ineffective and very poor, with significant mean differences among groups and moderate differences between mentees and mentors. There was no significant mean difference between natural and social science streams, and a significant negative relationship was found between mentors and mentees regarding effectiveness.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},592063,1792166652,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":145,"read_time":146,"preview_page_count":4},7971474920318,"https://ap-avatar.wpscdn.com/avatar/74000ee537e6b0ca360?x-image-process=image/resize,m_fixed,w_180,h_180&k=1788430171632181674","Effectiveness of Mentoring Practices in East and West Hararghe Zones’ Secondary Schools of Eastern Ethiopia  \nGemechu Abera Gobena  \nAssoc. Prof., Department of Psychology, College of Education and Behavioural Sciences, Haramaya University, Ethiopia, [gemechu46@yahoo.com](gemechu46@yahoo.com & gemechugoben127@gmail.com)[ &](gemechu46@yahoo.com & gemechugoben127@gmail.com)[ gemechugoben127@gmail.com](gemechu46@yahoo.com & gemechugoben127@gmail.com)  \nThis research aimed at assessing the effectiveness of mentoring practices in East and West Hararghe Zones’ secondary schools in Eastern Ethiopia. A descriptive survey research design was employed with a sample size of (n = 400) through multistage sampling techniques to collect pertinent data from the target population through a questionnaire. The data were subjected to both descriptive and inferential statistical analyses. Firstly, about 80% of the mentoring practices were ineffective, lacked practicality, were very poor, and were low even though there were significant mean differences among the groups with large effect sizes. Secondly, there were significant mean differences between mentees and mentors in the effectiveness of mentoring practices with moderate effect size. Thirdly, there was no significant mean difference between natural and social science streams. Finally, there was a significant negative relationship between mentors and mentees on the effectiveness of mentoring practices. Therefore, it was concluded that mentoring practices were a serious problem that needed intervention from the immediate stakeholders in Ethiopian secondary schools. Thus, the study recommended that mentoring guidance ought to focus on helping teachers employ social interactions and instructional practices, feedback, and clarity in teaching that have direct measurable impacts on student learning achievements.  \nKeywords: Haramaya University, mentee, mentoring, mentors, psychology  \nINTRODUCTION  \nMentoring is a process in which an experienced individual helps another person develop his or her goals and skills through a series of time-limited, confidential, one-on-one conversations and other learning activities (Gobena, 2022) . Mentoring is an interactive process that helps individuals acquire teaching skills based on lesson designs, and methods of delivery; stimulating interest in the subject and motivating students to learn more effectively and efficiently thus improving teacher effectiveness (Okumu, Ogwang, and Wafula, 2021) . The word mentoring also relates to the Latin word “mens” that is, about, or occurring in the mind (Simpson & Weiner, 1989) . Braimoh (2008), defines mentoring asa process where an older person with rich life experiences helps guide a younger and inexperienced person. Mentoring was very helpful as it could guide, encourage, and motivate individuals in organizations/institutions. This process of helping teachers when well executed will lead to students’achievement in Government-aided secondary schools of Wet and East Hararghe zones. The practice of apprenticeship and transferring generational knowledge, so prevalent in craft societies of past centuries, draws heavily on the concept of mentoring (Okumu et al., 2021; Gobena, 2022) .  \nAltaf (2012) observes that the term teacher effectiveness is used broadly, to mean the collection of characteristics, competencies, and behaviors of teachers at all educational levels that enable students to reach desired learning outcomes, which may include the attainment of specific learning objectives as well as broader goals such as being able to solve problems, think critically, work collaboratively, and become effective citizens. As a professional development tool, mentoring has direct relevance to  \nCitation: Gobena, G. A. (2025) . Effectiveness of mentoring practices in East And West Hararghe Zones ’ secondary schools of eastern Ethiopia. Anatolian Journal of Education, 10(2), 1-14. [https://doi.org/10.29333/aje.2025.1021a](https://doi.o","cbCaiaEY9hpxMjhJ","https://ap.wps.com/l/cbCaiaEY9hpxMjhJ","pdf",392025,14,"English","# Introduction\n## Mentoring as a development process\n## Teacher effectiveness and the role of mentoring\n## Mentoring impacts on classroom practice","[{\"question\":\"What is the main objective of the study?\",\"answer\":\"To assess the effectiveness of mentoring practices in secondary schools in East and West Hararghe Zones of Eastern Ethiopia.\"},{\"question\":\"What research design and data collection method were used?\",\"answer\":\"A descriptive survey design was used, with n=400 participants selected through multistage sampling and data collected via a questionnaire.\"},{\"question\":\"What were the key findings about mentoring effectiveness?\",\"answer\":\"Approximately 80% of mentoring practices were ineffective and very poor, with significant mean differences among groups and moderate differences between mentees and mentors. There was no significant mean difference between natural and social science streams, and a significant negative relationship was found between mentors and mentees regarding effectiveness.\"}]","Effectiveness of Mentoring Practices in East and West Hararghe Zones’ Secondary Schools of Eastern Ethiopia | PDF",1792073781,35]