A comparative analysis of the effects of mentoring among participating countries in 2013 and 2018 Teaching and Learning International Survey (TALIS)

Abstract

This paper is aimed at investigating the effects of mentoring on teachers' beliefs and teachers' pedagogical practices and whether the former has significant influence on the latter. To maximize the results and establish consistency, both 2013 and 2018 Teaching and Learning International Survey (TALIS) findings from lower secondary school teachers were used.Drawing from previous literature and three mentoring models, this paper offers a clear framework to better understand the elements where mentoring has impacts on and the dispositions by which mentors and mentees develop. This dyadic relationship supports the transfer of different fundamentals such as pedagogical, academic knowledge, psychosocial, attitudes and behaviors throughout the mentoring process. This perspective accentuates the significance of an ongoing relationship between mentors and mentees. Also, the statistical findings of this analysis suggest practical implications for school organizations and school leadership to design and align appropriate mentoring programs to support teachers' professional development.

The unique effects of supporting beginning teachers’ psychological needs through learning communities and a teacher-mentor’s support: A longitudinal study based on self-determination theory

“…Mentoring is one of the most widely acknowledged and extensively researched induction programs, and numerous positive outcomes are attributed to teacher-mentor support among BTs ( Richter et al, 2013 ; Alegado and Soe, 2021 ; Ewing, 2021 ). Very few SDT-based studies examined the effects of the mentors’ support among BTs (Kaplan and Israel, 2020, Unpublished manuscript, See footnote 2; Burger et al, 2021 ; Kaplan, 2021b ).…”

“…The role of teacher-mentors and their positive effects on the induction process have been extensively researched and reported in the professional literature ( Howe, 2006 ; Wang and Odell, 2007 ; Hennissen et al, 2008 ; Ingersoll and Strong, 2011 ; Kutsyuruba et al, 2017 ; Alegado and Soe, 2021 ; Ewing, 2021 ). The mentors accompany the BTs in professional, emotional, social, and organizational aspects, provide feedback, and, in Israel, also evaluate them ( Ford, 2017 ).…”

“…The mentor’s support was found to be associated with various outcomes, e.g., BTs’ sense of professional efficacy ( LoCasale-Crouch et al, 2012 ), their sense of wellbeing, and teacher enthusiasm ( Richter et al, 2013 ), improved teaching practices ( Alegado and Soe, 2021 ), job satisfaction, reduced emotional burnout ( Richter et al, 2013 ), motivation ( Kaplan, 2021b ), and persistence in the profession ( Rots et al, 2007 ).…”

Uncovering pedagogical gaps in a chemistry classroom: Implications for teaching and learning

“…For the design of preparatory teacher education model, especially in the early stages of each development phase, observation should be considered as an effective mechanism to be applied for learning [21]- [23], and hence, should be handled sensitively. Despite the benefits to their careers, many new and seasoned instructors and lecturers do not prefer and even fear being watched or observed in the classroom since it is unpleasant, time-consuming, and unnerving [21], [24]- [28]. Asgari et al [29] asserted that while observation is potentially a dynamic ongoing and intentional endeavor that supports deep learning and improves professional skills, it observation is a passive process in the "worst-case scenario" that leads to students having increased amounts of anxiousness or reacting by shutting down entirely.…”

Relevance of School-Based Mentorship and Support on Mathematics Teachers’ Competences in Tanzania: Stakeholders’ Perspectives

“…The literature acknowledges the place of teacher mentorship and support in addressing the challenges teachers encounter in their professional careers. Mentorship helps to improve teachers' professional development in terms of theoretical, pedagogical and professional growth [4], and more specifically, it improves teachers' knowledge, skills and attitude competencies while also enabling teachers to undergo professional development in their career path [5].…”