Teacher Mentorship and Inclusive Practices in English Language Teaching: A Case Study of the Atbara Locality – Sudan

Abstract

This study explores the impact of structured teacher mentorship and inclusive practices within English Language Teaching (ELT) at secondary schools in the Atbara Locality, Sudan. Amidst regional educational disruptions, the research addresses the critical need for sustainable pedagogical frameworks that bolster teacher resilience and accommodate learner diversity. A convergent parallel mixed-methods design was employed, involving a sample of 120 English language teachers (male and female, aged 27–50). Quantitative data obtained from Likert-scale questionnaires were triangulated with qualitative insights derived from semi-structured interviews and systematic classroom observations. The results of the mixed-methods analysis indicate a high degree of convergence between data strands. Quantitatively, the $N=120$ cohort reported a 35% increase in pedagogical confidence and a 28% improvement in classroom management efficiency following mentorship intervention. Qualitatively, thematic coding revealed that mentorship significantly reduced professional isolation, providing a "psychological and professional safety net" vital for educators in high-stress environments. Furthermore, the integration of mentor-guided inclusive practices—supported by scaffolding and Generative AI for differentiated instruction—yielded a 42% rise in student engagement and a 30% improvement in vocabulary retention among diverse learners. The findings underscore that the synergy between mentorship and inclusivity enables educators to adapt effectively to resource-constrained and fragile environments. The study recommends institutionalizing mentorship within the Atbara Locality to elevate ELT standards and promote educational equity. These results offer significant implications for policy and practice in post-conflict Sudanese contexts and similar global educational settings facing systemic instability.