Impact of Mentorship Programmes on Administrative Effectiveness of Public Secondary School Principals in Delta and Edo States

This study investigated the impact of mentorship programmes on administrative effectiveness of public secondary school principals in Delta and Edo States. Seven research questions were raised and 5 null hypotheses formulated to guide the study. The population consisted of 17,391 principals and teachers in Delta and Edo States. The sample consisted of 2,612. Simple and stratified random sampling techniques were employed. The research instruments for this study was a questionnaire. The instrument is titled “Questionnaire on Mentorship Programme for Principals.” Face and content validities of the instrument were established through experts’ judgement. The instrument was tested for reliability using the Cronbach alpha reliability coefficient. The coefficient obtained include Level of Administrative Effectiveness Questionnaire = 0.932; Orientation Questionnaire = 0.920; Training and Development Questionnaire = 0.883; Seminars Questionnaire = 0.928; and Workshops Questionnaire = 0.951. Mean, standard deviation, coefficient of determination, Pearson product moment correlation coefficient and multiple regression was used to analyse the data. All the hypotheses were tested at 0.05 level of significance. The findings of the study revealed that the mentorship programmes available for public secondary school principals in Delta and Edo States include training and development, orientation, workshops and seminars; and that the level of administrative effectiveness of public secondary school principals in Delta and Edo States is high. The study also found that a significant relationship exists between orientation, training, seminars, workshops as mentorship programmes and administrative effectiveness. The study recommended amongst others, that Education authorities should review and update mentorship programme content to align with current administrative challenges, ensuring relevance and practical applicability to school leadership.