Development and Implementation of e-Mentorship Programme for Teachers in Public Secondary School, Oro, Kwara State

Background: This study examined the development and implementation of an e-mentoring program for teachers in public secondary schools in Oro, Kwara State. E-mentoring is recognized as a vital tool for supporting newly recruited teachers, enhancing their teaching strategies, classroom management, and student engagement, which ultimately influence learning outcomes and academic performance. Method: A descriptive survey research design was adopted. The study population comprised 121 teachers in public secondary schools in Oro, Kwara State, with total enumeration applied due to the manageable population size. Data were collected using a closed-ended structured questionnaire administered via an online platform. Descriptive statistics, including tables, frequencies, and percentages, were used for data analysis. Findings/Results: Findings indicated that the e-mentoring program was primarily initiated by school management, with senior teachers serving as mentors. Interactions occurred through digital platforms (e.g., WhatsApp, Zoom) and face-to-face sessions. Implementation strategies included monthly meetings, peer support groups, and one-on-one mentoring. The program significantly improved classroom management, lesson planning, and teachers’ confidence in ICT usage. However, challenges such as inadequate funding, limited ICT facilities, lack of trained mentors, and time constraints reduced its effectiveness. Overall, the program was rated effective but inconsistently implemented. Implications: The results suggest that while the e-mentoring program enhances teachers’ professional skills and confidence, its effectiveness is limited by resource and structural constraints. Addressing these challenges could strengthen its impact on teacher development and student outcomes. Conclusion: The study concludes that the e-mentoring program in public secondary schools in Oro, Kwara State, is effective in supporting teachers but requires consistent implementation and resource support to maximize its benefits. Recommendations: The study recommends that authorities of public secondary schools in Oro, Kwara State, implement capacity building for mentors, improve ICT infrastructure, establish structured schedules, adopt a blended mentoring approach, and conduct regular monitoring and evaluation to ensure the sustainability of the e-mentoring program for professional development and teacher retention