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Mentorship Dynamics: A Study of Mentor-Mentee Relationships in a Library School
Abstract
This study examined mentoring relationships within the Department of Library and Information Science at Tai Solarin University of Education in Nigeria. A descriptive survey design, incorporating questionnaires and interviews, was utilized to gather data. The study population consisted of 500 undergraduate students at the 300 and 400 levels, along with 10 academic staff members. Results indicated the presence of an informal mentoring policy facilitated by student advisors, with mentor-mentee relationships generally rated at a moderate level. Key mentoring approaches included academic support, encouragement, and confidence-building. Both mentors and mentees reported significant benefits, though several challenges were identified, including a lack of formal structure, issues with mentor-to-mentee ratios, mentee attitudes, and insufficient communication. While students largely held positive perceptions of lecturer-mentee relationships, the study recommended the establishment of a formal mentoring policy, an increase in mentor numbers, enhanced mentor training, feedback mechanisms, and a comprehensive mentoring framework addressing both academic and personal development needs.
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