EFFECTS OF MENTORSHIP PROGRAM IN STRENGTHENING ACADEMIC RESILIENCE IN TANZANIA: A CASE OF THE INSTITUTE OF FINANCE MANAGEMENT
Purpose of the Study: This study aimed to examine the influence of mentorship support—emotional, instrumental, and appraisal on the academic resilience of staff at the Institute of Finance Management (IFM), Tanzania. It sought to understand how different forms of support contribute to coping ability, professional performance, and sustained engagement in higher education contexts.
Methodology: A mixed-methods approach with a sequential explanatory design was employed. Quantitative data were collected from 106 academic staff using structured questionnaires, while qualitative data were obtained from semi-structured interviews with 15 mentors. Correlation and regression analyses were performed to determine the relationships and predictive effects of mentorship dimensions on academic resilience. Thematic analysis was used to explore qualitative insights.
Findings: Correlation analysis revealed strong positive relationships between mentorship support and academic resilience: emotional support (r = 0.915, p < 0.01), instrumental support (r = 0.909, p < 0.01), and appraisal support (r = 0.944, p < 0.01). Regression analysis indicated that all three forms of support significantly predicted resilience, with appraisal support having the strongest effect (B = 0.557, β = 0.476, p = 0.000), followed by instrumental support (B = 0.346, β = 0.305, p = 0.000) and emotional support (B = 0.323, β = 0.262, p = 0.000). Qualitative findings highlighted key mentorship practices, including trust-building (40%), fostering tolerance and acceptance (33%), and strategies to maintain mentee focus (27%). Mentors provided emotional guidance, practical resources, and performance feedback, which together enhanced staff resilience, motivation, and professional competence.
Originality: This study contributes to the limited empirical literature on mentorship and academic resilience within Tanzanian higher education. It integrates quantitative and qualitative methods to examine the differentiated effects of emotional, instrumental, and appraisal support within a single institutional context, offering a comprehensive understanding of how mentorship influences resilience among academic staff.
Practical Implications: Findings underscore the need for structured mentorship programs that integrate emotional encouragement, practical assistance, and performance appraisal. Institutions should design inclusive and sustainable mentorship frameworks to enhance staff well-being, motivation, and productivity.
Social Implications: By strengthening academic resilience through mentorship, institutions can foster a supportive professional environment that enhances staff engagement, reduces stress, and promotes positive interpersonal relationships among colleagues.
Keywords: Mentorship support, Emotional support, Instrumental support, Appraisal support, Academic resilience, Higher education, Tanzania, Institute of Finance Management
