Developing Performance Management Framework for Factors of Mentoring Strategies for Beginning Teachers


  • Phyu Zar Zar Theint Yangon University of Education
  • Thet Naing Oo Yangon University of Education
  • Phyu Phyu Yin Yangon University of Education


The main objective was to study performance management framework (PMF) for factors of mentoring strategies (MSs) for beginning teachers (BTs). Mail survey was conducted. All 251 mentors were selected by using census method. The instrument is developed on Kolb's experiential learning theory (1984), Bandura’s self-efficacy theory (1998), MSs linked to a five-factor mentoring model (Hudson, 2004), strategies for mentoring pedagogical knowledge (Hudson, 2013), strategies for effective mentoring (University of North Texas, 2018), operational guidelines for teacher mentoring and school cluster support programme (Ministry of Education [MOE], 2017a), and teacher competency standards framework (MOE, 2017b). Principal component analysis (PCA), One-Way Analysis of Variance (ANOVA) and independent samples t test were used. The study revealed MSs and PMF. Mentors in upper region (UR) were the lowest perception because they had unbalanced workload and unrecognition of some officers. Females provided more for emotional support.