Enhancing in-service teacher mentorship and support in Zambia

In the rapidly evolving educational landscape of Zambia, the empowerment and continuous development  of its educators are paramount. This intensive baseline study dives deep into the multifaceted world of  in-service teacher mentorship and professional development models in the nation. The findings provide a  revealing lens into the dichotomy between existing structures and the evolving needs of educators. This  brief not only delineates the core findings but also serves as a clarion call for policy architects to redesign  and reinvigorate the teacher mentorship framework, ensuring it is contemporaneous, inclusive, and truly  transformative