Virtual Mentoring in Teacher Education: A Low-Resource Country Perspective

Virtual Mentoring in Teacher Education: A Low-Resource Country Perspective

Rosemary Madzore

Issue: Vol.6 No.11 Article 3 pp.2755 – 2766
DOI: https://doi.org/10.38159/ehass.20256113 | Published online 23rd October, 2025
© 2025 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).

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ABSTRACT

This study examines the application of virtual mentoring in teacher education to evaluate its effectiveness as a resource in countries with limited financial resources. These nations have faced significant challenges in their economic sectors, resulting in a brain drain and a surge in the hiring of inexperienced educators. Virtual mentoring has emerged as a viable solution for the widespread development of teaching talent. The research is based on the notion that developing nations can leverage virtual mentoring to enhance education quality if implemented effectively. Utilising a qualitative research methodology with an exploratory framework, the study found that virtual mentoring promises to boost teachers’ confidence and foster their leadership qualities, leading to a deeper understanding of the subject matter. It was also discovered that virtual mentoring is particularly effective in resource-constrained countries, as it facilitates multiple mentoring sessions and enables mentors to support a greater number of teachers compared to traditional in-person visits. The study concludes that virtual mentoring has the potential to resolve the longstanding issue of training mismatches in the teaching profession in developing countries. It advises establishing robust telecommunication networks in rural regions to ensure that rural educators can access virtual mentoring, helping decrease teacher turnover and promote retention. This study will provide valuable insights for education practitioners on achieving workforce development and educational goals through virtual platforms, particularly in resource-constrained environments.

Keywords: Telecommunication, Leadership, Profession Mismatch, Brain-Drain, Developing Country

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ABOUT AUTHOR(S)

Dr. Rosemary Madzore is a Postdoctoral Fellow in the Department of Educational Foundations at the University of South Africa (UNISA). With over ten years of experience in higher education in Zimbabwe, she specializes in teacher education, mentorship, and educational leadership. Her research focuses on virtual mentoring in low-resource settings, aiming to leverage technology for teacher development and promote inclusive scholarship. Dr. Madzore also investigates Indigenous Knowledge Systems, emphasizing the integration of local perspectives into education. Passionate about enhancing leadership capacity, she draws on Ubuntu philosophy to foster transformative mentorship and support the decolonization of education. As an experienced educator and researcher, she promotes postgraduate research capacity-building and collaborates to advance contextually relevant scholarship across Africa.

TO CITE ARTICLE

Madzore, Rosemary. “Virtual Mentoring in Teacher Education: A Low-Resource Country Perspective.” E-Journal of Humanities, Arts and Social Sciences 6, no. 10 (2025): 2755 – 2766, https://doi.org/10.38159/ehass.20256113.