![Sample our Education journals, sign in here to start your access, latest two full volumes FREE to you for 14 days]({"type":"image" , "src" : "/sda/5932/TOC-Subject-Sample-2021-Education.jpg"})
Abstract
The purpose of this paper is to present the major motives leading senior teachers to be involved in a mentoring process of newly appointed teachers and its benefits for the mentor teacher. Based on semi-structured interviews with 12 experienced teachers who participated in a university-based mentoring program in Israel, the current study found a wide variety of motives, difficulties, and benefits during the mentoring process, including intrinsic and extrinsic motives, emotional rewards, professional benefits, and negative outcomes. Practical implications for mentoring programs are suggested.
Notes
Readers are free to copy, display, and distribute this article, as long as the work is attributed to the author(s) and The New Educator journal. It is distributed for noncommercial purposes only, and no alteration or transformation is made in the work. More details of this Creative Commons license are available at http://creativecommons.org/licenses/by-nc-nd/3.0/. All other uses must be approved by the author(s) or The New Educator. The New Educator is published by the School of Education at The City College of New York.
1The number refers to years in teaching positions.
