This study
examines how formal and informal mentoring influence the professional growth of
newly recruited secondary school teachers in Edo State, focusing on classroom
management skills, professional confidence, and retention. Transitioning from
theoretical training to practical classroom delivery poses significant
challenges for novice educators. While formal mentoring provides structured,
institutionally backed systems (such as the Edo Basic Education Sector
Transformation—EdoBEST—programme), informal mentoring offers spontaneous,
peer-led emotional and professional support. This paper synthesises current
literature to argue that formal mentoring builds technical and pedagogical
competencies, whereas informal mentoring fosters emotional resilience and
professional identity. The study concludes that integrating both approaches is
vital for improving classroom management, self-efficacy, and teacher retention.
Key recommendations include institutionalising written mentorship policies,
providing dedicated capacity building for mentors, and integrating structured
induction frameworks into school development plans.
Keywords: Formal Mentoring, Informal Mentoring, Professional Growth, Teacher Retention, EdoBEST, Edo State.
