The Role of the Mentor in Supporting New Teachers: Associations with Self-Efficacy, Reflection, and Quality

Abstract

In our study, we examined variation in mentoring aspects of an induction program for 77 novice teachers and associations with self-efficacy, reflection, and quality of student–teacher interactions. Mentors’ previous experience and full- vs. part-time status predicted novices’ perception of support, reflection, and observed student–teacher interactions. Time spent with a mentor, participation in mentor-facilitated professional development activities and the quality of mentors’ interactions with novice teachers were related to novice teachers’ perceptions of mentoring success, self-reflection, and efficacy. The data in our study add to the growing research suggesting the need to look within the mentoring experience to more fully understand the working mechanisms and important contributors to their success.

Keywords:

• mentors
• induction
• new teachers
• professional development

Acknowledgments

The authors wish to thank the generous programs and teachers who participated in this study. This work was supported by a grant from Carnegie Corporation of New York, the Ford Foundation, and the Annenberg Foundation. The statements made and views expressed are solely the responsibility of the author.