LECTURERS’ MENTORSHIP STRATEGIES: IMPLICATIONS FOR UNIVERSITY GOAL ACHIEVEMENT IN KWARA STATE, NIGERIA

Abstract

Achieving the goals of university education in Nigeria has been given much concern to stakeholders because of the perceived undesirable performance of the university graduates. This study therefore examines lecturers’ mentorship strategies and its implication for university goal achievement in Kwara State, Nigeria. One research question was raised and 1 research hypothesis was formulated. Descriptive research design of correlation type was used. Out of the 6 universities in Kwara State 3 were purposively selected and 271 respondents were chosen using stratified random sampling technique. A self-developed questionnaire tagged ‘Lecturers’ Mentorship Strategies and Goal Achievement of University Education (LMSGAUE)’ was used to obtain data. The instrument was validated and coefficient score of 0.74 reliability was obtained using Cronbach’s Alpha. Mean score and Pearson Product-Moment Correlation Coefficient were used to analyse the data obtained. The findings revealed that lecturers’ mentorship strategies were rated to be fair with mean score of 1.77 and there was significant relationship between lecturers’ mentorship strategies and university goal achievement ( r = 0.37; p-value 0.00 < 0.05). Based on the findings, the study concludes that mentorship has positive implication for university goal achievement in Kwara State, Nigeria. It is therefore recommended among others that mentorship reports should constitute part of yardsticks for job promotion of the lecturers.

 

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