# Introduction he success of the education system of any country depends on its having certified classroom teachers to deliver superior instruction to our students (Burton, 2005). However, some developing countries' circumstances are such that, more often than not, educators are uncertified and do not possess the requisite skills to promote quality education (Brown, 2000;Cook, 2012;Robinson, 2017). When a nation's education system lacks certified teachers who do not possess effective pedagogical, content knowledge, and adequate classroom management capabilities, it impairs the learning power of students (Karhus, 2010). Research has shown that teachers with formal training in instructional delivery and classroom management skills produce higher education benchmarks for students rather than uncertified teachers who lack this training (Gatbonton, 2008). Therefore, this study examined the implications of uncertified teachers in two secondary schools in Guyana and recommended more viable solutions. Some of the implications for student learning associated with having uncertified teachers have included teachers being ill-prepared as they lack training in pedagogical, content knowledge, and classroom management skills (Sterling & Frazier, 2011). Among those problems studied, this research aligns with the international literature where scholars identified some core effects that included slower academic progress in students (Darling-Hammond, Holtzman, Gatlin & Heilig, 2005); higher incidences of disruptive behavior in the classroom (Schussler, 2009;Marzano & Marzano, 2003); uncertified teachers had higher stress levels (Darling-Hammond, et al., 2005), and they lacked preparedness that caused lower test scores on in-house and mandatory examinations (Neild & Farley-Ripple, 2008). Further, the difficulties associated with uncertified teachers caused rippling effects on other sectors of the country. Many developing nations are facing similar difficulties; the focus of this study was Guyana (Brown, 2000;Cook, 2012, Limbong & Lumbantoruan, 2022;Robinson, 2017). The researchers used the Delphi Technique, a group decision-making method, to develop a customized professional development solution to enhance the uncertified teachers' pedagogical, content knowledge, and classroom management skills. The findings from this research will add to the body of knowledge on one way to mentor uncertified teachers in developing countries. # II. # Literature Review This study seeks to answer the research questions: how does a customized professional development intensive mentoring program influence the preparation of uncertified teachers in Guyana as it relates to their lack of pedagogical, content knowledge, and classroom management skills? Research has shown that undesirable student's academic performance has been the result of uncertified teachers who lacked pedagogical, content knowledge, and classroom management skills and who were unable to deliver quality instruction (Billingsley, 2004;Darling-Hammond et al., 2005;Henevald & Craig, 1996;Leu, 2005Leu, , 2004; O'Dwyer, Carey & Kleiman, 2007). The literature review for this study was brief but very diverse, multifaceted, and extensive. We begin with a short discussion of uncertified teachers in the classrooms, followed by describing the importance of mentoring in the field of education; next, we discussed teacher mentoring programs and teacher mentoring strategies and professional development to intentionally shed light on how a customized professional development intensive mentoring program might influence the preparation of uncertified teachers in Guyana. # a) Uncertified Teachers in the Classrooms According to Abosi (2007), the term uncertified teachers is defined as teachers called into the teaching profession before they have fully developed pedagogical skills, curriculum knowledge of specific subject areas, and classroom management skills needed to address various behavioral issues. After researching, Abosi (2007) concluded that uncertified teachers could not manage their classes and proficiently execute a lesson efficiently. In the context of this study, uncertified teachers are synonymous with pre-trained teachers who had not gone through the country's teacher training program. In contrast, certified teachers have completed the country's two-year associate degree program and received a teacher training certification. The results of a qualitative study by Darling-Hammond, Holtzman, Gatlin, and Heilig (2005), indicated a positive correlation between certified teachers and students' learning outcomes. In another study, students in classrooms with uncertified teachers showed very little or no academic progress, and uncertified teachers reported a high level of student behavior referral (Schussler, 2009). This suggests the need for more support for uncertified teachers. Schussler (2009) concluded uncertified teachers lacking pedagogical skills, content knowledge, and classroom management skills had monumental damaging consequences on student learning and achievement, as well as the teacher's ability to teach effectively. Therefore, having a cadre of highly qualified and trained teachers was the solution (Leu, 2005) News, 2015). Since many of the teachers in Guyana are uncertified, mentoring might be a viable solution to help them gain the knowledge and skills they need. # b) Importance of Mentoring in the Field of Education In the field of education, experts have argued that supporting uncertified teachers with various teacher mentoring interventions can enhance teacher quality, job satisfaction, quality delivery of classroom instruction, and students' classroom behavior and academic performance (Achenstein & Athanases, 2006;Smith & Ingersoll, 2004) promoting overall professional, psychological, and personal growth and development of all involved. In the context of this study, mentoring is defined as a support program that provides uncertified classroom teachers with various opportunities for learning which enhance their practical professional knowledge in the classroom. Intervention is defined as a strategy used to teach new skills to uncertified teachers; hence, mentoring is an intervention strategy. Across the United States of America today, the focus of education policymakers and reformers is to close the achievement gap through the provision of highly qualified teachers and equitable distribution of educational resources (Eckert, 2013;Mestry, 2019). To accomplish this ambitious target, every State Education Department, through the No Child Left Behind Act of 2001 (NCLB) is mandated to have a certified teacher for every classroom across that state. This federal law pressured states and school systems across America to investigate, identify, and implement strategies and programs to improve teacher quality, student achievement and lower behavioral referrals. Similar standards might be set in place for Guyana (Guyana -Ministry of Education, 2012). Uncertified teachers are expected to execute their teaching and classroom responsibilities similarly to their more experienced counterparts (Sterling & Frazier, 2011) with limited support from school administrators or other school personnel. Researchers (Daresh, 2003;Swaminathan & Reed, 2020) noted that uncertified teachers are expected to perform at the same skill level as seasoned and experienced teachers. Due to these expectations, uncertified teachers might benefit from specialized or customized intensive mentoring professional development support to move along the continuum from being an uncertified teacher to a fully-fledged certified teacher capable of performing the duties and functions of a certified teacher. To this end, a customized professional development (intensive mentoring) intervention might help the uncertified teacher achieve competent and effective classroom skills that will enhance organization, time management, interpersonal skills, delivery of quality instruction, improve students' academic performance, and lowering behavior incidences (Achenstein & Athanases, 2006). The benefits include capable and competent teachers, improved uncertified teachers' self-esteem, teachers who are highly motivated and less frustrated and disillusioned, and lastly, mentoring can result in higher productivity (Daresh, 2003). # c) Teacher Mentoring Programs Uncertified classroom teachers bring with them a great sense of enthusiasm when they enter the teaching profession. However, a short time later, the demands for being a competent teacher and a lack of classroom support cause these uncertified teachers to soon experience frustration and isolation (Brennan, Thames, & Roberts, 1999; Brown & Wynn, 2009;Provasnik & Dorfman, 2005). A resource or tool that has been found to be useful in reducing the frustration and isolation experienced by uncertified teachers and aiding in producing competent classroom teachers is teacher mentoring intervention (Shernoff et al., 2011). With a severe shortage of certified teachers and a growing demand for the employment of certified and highly qualified classroom teachers, a customized professional development teacher mentoring intervention is one tool to alleviate this situation (Ingersoll, 2002). Teacher mentoring programs provide uncertified classroom teachers with various opportunities for contextualized learning or workplace learning which enhance their practical professional knowledge in the classroom (Shernoff et al., 2011). Mentoring uncertified teachers during their early years in the teaching profession is crucial to their professional development and might yield long-term benefits such as improved instructional, pedagogical, and classroom management skills (Oliver, Conney, & Maor, 2009). Teacher mentoring intervention provides a collegial relationship that is based on providing encouragement, confidence building, constructive comments, openness, trust, respect, and the willingness to learn ( Lastly, the mentors might listen to any concerns the uncertified classroom teacher may have and discuss those concerns without being judgmental of the teachers' teaching skills (Glasgow & Hicks, 2009). After the development of classroom management skills, the emphasis can shift to the development of teaching techniques (Richards, 2010). Providing uncertified high school classroom teachers with real-life teaching experiences or opportunities through the utilization of teacher mentoring and professional development strategies can have profound consequences on their classroom teaching skills. Uncertified classroom teachers' instructional practices would be enhanced; students' behavioral referrals would be minimized and allow for a higher degree of classroom teaching and student learning opportunities. Through ongoing teacher mentoring and professional development, mentors are constantly demonstrating the targeted strategy. By so doing, the uncertified teachers would become wellversed in these strategies to enhance their pedagogical, content knowledge, and classroom management skills (Sterling & Frazier, 2011;Fenzel et al., 2014). The results of practicing these strategies are improved students' academic performance and decreased behavioral referrals. After becoming well-versed in the targeted teaching strategies, the uncertified teachers reflect on their mastery of the targeted practice, such as looking at samples of students' work produced from the lesson taught, discussing and reflecting on students' successes and failures to promote greater informed understanding when another lesson is presented. Following the reflection, mentors and uncertified teachers use the knowledge garnered through teacher mentoring strategies from the targeted classroom practice to make decisions on the next step in the learning process to better their teaching practice and meet the academic needs of the students. Mentoring strategies can help uncertified teachers develop many pedagogical skills they need to succeed in the classroom. # III. # Research Site and Method Guyana is located on the northeastern coast of South America and has a population of 747,884 (Guyana Statistical Bureau, 2014). At the time of this research in 2015, the only public access data available was the 2011-2012 school data. Guyana had 426 secondary or high schools (Guyana Ministry of Education, 2012). The number of public school teachers who were employed by the Ministry of Education during 2011 -2012 was 15,746. Among those, 12,124 were certified, while 3,622 teachers were uncertified, representing 23% of the teaching population who lacked formal training. Consequently, Guyana has faced many of the challenges associated with uncertified teachers. As mentioned previously, the term uncertified teacher is defined as a teacher called into the teaching profession before having fully developed pedagogical skills, curriculum knowledge of specific subject areas, and classroom management skills needed to address various behavioral issues (Abosi, 2007). In the context of this study, uncertified teachers are synonymous with pre-trained teachers who had not gone through the country's teacher training program. In contrast, certified teachers have completed the country's two-year associate degree program and received a teacher training certification. It must be noted that many certified teachers have not fully developed the pedagogical skills, curriculum knowledge of specific subject areas, and classroom management skills needed to address various behavioral issues, as this might come with years of experience in the classroom. Delphi Technique was used to conduct this research. The Delphi Technique is a qualitative research method using systematic solicitation and collection of judgments on a particular topic through a set of carefully designed sequential questionnaires interspersed with summarized information and feedback of opinions derived from earlier responses (Wiersma & Jurs 2009). The Delphi Technique was used to identify elements and practices for the professional training strategy or intensive mentoring intervention. Intensive mentoring refers to the continuous support of uncertified teachers (Stanulis & Floden, 2009). The decision to use the Delphi Technique was viewed as the most appropriate qualitative data-gathering approach to collect data regarding elements to be included in a customized professional development program. Using Delphi Technique had the promise to convey richness and intensity of detail in a way that quantitative research could not provide for the phenomenon being studied (Mason, Augustyn, & Seakhoa-King, 2010). The Delphi Technique was selected as the most appropriate research method for this study for five main reasons (a) it provided a greater understanding in answering the research question; (b) educational outcomes from research studies could be multifaceted, so Delphi Technique provided more thoughtful explanations; (c) it provided anonymity to respondents; (d) it provided a controlled feedback process; and (e) it provided the suitability of a variety of techniques to interpret the data (Hsu & Sandford, 2007). Using the Delphi Technique, data were captured from a targeted sample of education professionals. Participants served as Delphi members, comprising eight uncertified and four certified high school teachers, two principals, and two senior officers from the Central Ministry of Guyana. The Delphi panel of reviewers had a vested interest in the customized intensive mentoring professional development program. The qualitative data gathered through the use of the Delphi Technique comprised three rounds of questioning and feedback from the Delphi panel members over six weeks. It was the most appropriate method for addressing the purpose of this study, as participants were vested in supporting uncertified teachers to develop the pedagogical and content skills need to be more successful in the classroom. IV. # Findings The findings for the study were presented after the administration of three rounds or iterations of questionnaires by the researchers using Delphi panel of experts as respondents. The Delphi panel participants' opinions, experiences, and ideas were based on their knowledge, roles, and responsibilities on the issues researched. The researchers used the responses of the 16 Delphi panel members to answer the sample questions from the interview guide protocol and pre-round teaching practices questionnaire (see Appendix A) to develop the pre-round classroom observation questions, leading to the first round questions (see Appendix B). Participants' responses provided an extensive range of data. Data were gathered and analyzed from the opened-ended responses from the Delphi panel members to each question asked during the interviews. The themes that emerged from the data were then associated with the research question: how does a customized professional development intensive mentoring program influence the preparation of uncertified teachers in Guyana as it relates to their lack of pedagogical, content knowledge, and classroom management skills? a) Themes associated with the interview and pre-round Teaching Practices Questions Based on the 16 Delphi panel members' responses to the questions for the interview guide protocol and pre-round teaching practice sample questions -five distinct themes emerged: The Delphi panel members explained that constantly practicing the content knowledge strategies and giving immediate feedback helped to develop strong content knowledge. Hence, students' classroom behavioral issues were minimized because they actively engaged in challenging classroom activities. In sum, the 16 Delphi panel members' responses to the three demonstrated strategies (pedagogical, content knowledge, and classroom management skills), the results indicated that intensive mentoring could enhance the training and preparation of uncertified teachers. Throughout the mentoring process, UCTs learned classroom practices and felt that none of the demonstrated strategies were difficult to adapt during the execution of lessons. V. # Discussion The findings of this study support the literature that mentoring uncertified classroom teachers have a proven positive influence on teachers' pedagogical, content knowledge, and classroom management skills (Sterling & Frazier, 2011 Based upon the evaluation of the results, findings from this study have supported the fact that: (a) Classroom teachers and school administration have identified classroom management as a critical issue affecting classroom teachers' delivery of quality instruction (Ford & Kea, 2009;Protheroe, 2006;Shawer, 2010.); (b) Good quality classroom management techniques can enhance the uncertified classroom teachers' pedagogical skills which would lead to meeting the needs of all students, and lowering students' behavioral referrals (Marzano et al., 2003); and (c) Mentorship helped to overcome the shortcomings of having an uncertified teacher in the classroom, thus reducing the level of teacher turnover in secondary schools in Guyana. As mentioned, uncertified classroom teachers have identified a lack of administrative support (Brown & Wynn, 2009) and poor classroom management skills as integral factors for leaving the teaching profession (Gonzalez, Brown & Slate, 2008). Lastly, the data collected for this research study supported the current literature in terms of the research question on what it means to be a mentor and the benefits to the mentors in a mentoring relationship. The mentors felt that while they guided and supported the UCTs; they had the opportunity to improve or enhance Appendix A Interview Guide Protocol and Pre-Round Teaching Practices The purpose of the interview guide protocol and pre-round teaching practice questions is for the researcher to gather data on the research participants' perspectives of their experiences during the teaching practice sessions. To begin the interview, please answer these questions based on your role that is as a Mentee (Uncertified Classroom Teacher), Mentor (Certified Teacher), Principal or Curriculum and Instructional Specialist. The researcher will then precede with the interview questions. Q 1: "What instructional strategies or methods" did you find most helpful during the mentoring sessions? Q 2: "What specific classroom management skills" did you find most helpful during the mentoring sessions? Q 3: Describe whether the pedagogical, content knowledge, and classroom management skills you learned from the professional development -intensive mentoring intervention resulted in increased student achievement. Q 4: Describe whether the pedagogical, content knowledge, and classroom management skills you learned from the professional development -intensive mentoring intervention resulted in lowered behavioral incidences. Q 5: Describe how the roles and responsibilities of those involved in the intensive mentoring intervention has influenced your pedagogical, content knowledge, and classroom management skills -resulted in increased student academic achievement and lowered behavior incidences. Next Course of Action: Within the next week you will receive via email, a questionnaire that must be return within a week from receipt. This questionnaire will be use to develop round 1 questions for the study. Do you have any questions; if not, thank you for accepting to participate in this study. Keyterms: To answer questions below use these definitions of key terms to better understand the concept being discussed: ? Pedagogical/instructional strategies: Refers to the methodology or process of instruction, which focus on the teaching classroom teachers sound pedagogy skills to enhance their instructional skills and thus improves students' academic performance. ? Content Knowledge Skills: Content knowledge refers to the factual knowledge to be communicated from the teacher to the student as it relates to each subject area. ? Classroom Management Skills: Classroom management skill is the term used to describe practical methods for creating a positive learning environment, which encourages and establishes positive student achievement and behavior. Directions: The questions for Round One are based on the pre-round data collected during interviews and observations. In the first three columns, you are asked to rank order each question by circling your choice (0 = Least; 1 = somewhat; 2 = Very Helpful, and 3 = Most Helpful). ? Difficulty: How difficult is this task to perform/achieve to reach student success? ? Importance: How important is this task to achieve student success? ## : At any time, you may use N/A for non-applicable, as appropriate. 1. 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