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Introduction

Mentoring programs in schools have gained considerable attention in recent years as a way to support and empower students in their academic and personal growth. While the impact of mentoring on academic outcomes has been widely studied, less attention has been paid to the influence of mentoring on students’ self-advocacy skills. Self-advocacy skills, defined as the ability to communicate one’s needs, assertiveness, and seek support when necessary, are crucial for students to succeed both in school and in life.

This thesis aims to explore the impact of school-based mentoring programs on student self-advocacy skills. By examining the existing literature, conducting empirical research, and analyzing findings, this study seeks to provide insights into how mentoring can effectively enhance students’ ability to advocate for themselves. The findings of this research will not only contribute to the existing body of knowledge in the field of education but also offer practical implications for educators, policymakers, and practitioners involved in mentoring programs.

Chapter 1: Introduction
1.1 Introduction
1.2 Background of study
1.3 Problem Statement
1.4 Objective of study
1.5 Limitation of study
1.6 Scope of study
1.7 Significance of study
1.8 Structure of the Thesis
1.9 Definition of terms

Chapter 2: Literature Review
2.1 Importance of mentoring in schools
2.2 Theoretical framework of self-advocacy
2.3 Relationship between mentoring and self-advocacy
2.4 Characteristics of effective mentoring programs
2.5 Impact of mentoring on student outcomes
2.6 Factors influencing self-advocacy skills development
2.7 Role of educators in fostering self-advocacy
2.8 Empirical studies on mentoring and self-advocacy
2.9 Gaps in the literature
2.10 Theoretical implications for practice

Chapter 3: Research Methodology
3.1 Research design
3.2 Participants
3.3 Data collection methods
3.4 Data analysis
3.5 Research ethics
3.6 Research limitations
3.7 Validity and reliability
3.8 Data interpretation
3.9 Research implications for practice

Chapter 4: Discussion of Findings
4.1 Overview of findings
4.2 Relationship between mentoring and self-advocacy
4.3 Effectiveness of mentoring programs in enhancing self-advocacy skills
4.4 Factors influencing the impact of mentoring on self-advocacy
4.5 Comparison with existing literature
4.6 Implications for educators and policymakers
4.7 Future research directions
4.8 Practical applications for mentoring programs

Chapter 5: Conclusion and Summary
5.1 Summary of key findings
5.2 Contributions to the field
5.3 Practical implications
5.4 Recommendations for future research
5.5 Conclusion

Thesis Overview

The aim of this thesis is to investigate the impact of school-based mentoring programs on student self-advocacy skills. The introduction sets the stage for the study by providing background information, stating the problem, outlining the objectives, discussing the limitations and scope, highlighting the significance, and defining key terms.

The literature review explores the importance of mentoring in schools, the theoretical framework of self-advocacy, the relationship between mentoring and self-advocacy, characteristics of effective mentoring programs, and empirical studies on mentoring and self-advocacy. The chapter also identifies gaps in the literature and theoretical implications for practice.

The research methodology chapter details the research design, participants, data collection methods, data analysis, ethics, limitations, validity, and reliability. It also discusses data interpretation and implications for practice.

The discussion of findings chapter presents an overview of the findings, the relationship between mentoring and self-advocacy, the effectiveness of mentoring programs in enhancing self-advocacy skills, factors influencing impact, comparisons with existing literature, implications for educators and policymakers, future research directions, and practical applications.

The conclusion and summary chapter provides a summary of key findings, contributions to the field, practical implications, recommendations for future research, and a conclusion on the study’s outcomes. This thesis seeks to advance understanding of how school-based mentoring programs can support students in developing self-advocacy skills and contribute to the enhancement of educational practices.

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