• Alda Icyizihiza
• Faustin Mugiraneza

Effect of mentoring on pupils' behavior during their twelve years of basic school in Rwanda's Rutsiro area. The three specific goals that served as the foundation for this study were to determine the degree to which mentorship is practiced in public 12 YBE schools in the Rutsiro district of Rwanda, the level of student discipline in those schools, and the impact of mentorship on student discipline in those public 12 YBE schools. Different agencies of education in Rwanda especially in Rutsiro district will profit from this research. Head teachers and teachers may benefit from this study where they will get more about quality of education such as how to provide quality mentorship in 12YBE schools and their influence on student’s discipline in public 12YBE. Teachers will gain more knowledge about how to help students to improve their behavior and attitudes development by providing quality mentorship in 12YBE. This study will help students also develop their positive attitudes and develop holistically through quality education and the improvement to their later lifelong learning. This study used correction research design in order to evaluate the effect of mentorship on students’ discipline in Rutsiro district in Rwanda. The population of this study was 312 people including teachers of 12YBE while sample size was 176 respondents that were obtained by using Solvin’s formula. After the data collection, the information was analyzed by use of SPSS (IBM) version 21 so as to determine the Karl Pearson correlation coefficient. Findings were presented in tables. Regression analysis was used to show that school mentorship influence students’ discipline at 64.9 percent of R-square. The findings from this study have shown that having common methodology for mentoring and effective implementation of mentorship program can improve students’ discipline. Additionally, it was revealed that a 46.25 percent increase occurs for every increase in the impact of school mentoring on students' behavior. The study suggests that the ministry of education and educational planners give 12-year basic education with school mentoring facilities and an efficient setup that should improve students' behavior. In order to conduct a comparison analysis, the researcher recommends conducting additional research on the impact of school mentoring on students' academic achievement in Rwanda's Twelve Years Basic Education.

Discipline, Mentorship practices, Students ‘discipline, Twelve Years Basic Education

"Mentorship Practices and Student’s Discipline in Public Twelve Years Basic Education Schools in Rutsiro District, Rwanda", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.10, Issue 11, page no.f272-f280, November-2023, Available :http://www.jetir.org/papers/JETIR2311530.pdf

"Mentorship Practices and Student’s Discipline in Public Twelve Years Basic Education Schools in Rutsiro District, Rwanda", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.10, Issue 11, page no. ppf272-f280, November-2023, Available at : http://www.jetir.org/papers/JETIR2311530.pdf