Sage Journals: Discover world-class research

Abstract

Emphasizing the importance of Continuous Professional Development programmes for teachers to ensure quality performance, Educational Policies, frameworks, and professional standards for teachers across nations around the world advocate qualitative and quantitative mentorship training for them, given the dearth of such opportunities. Holistic professional development programs for in-service teachers enhancing their mentorship skills and supporting their overall well-being have become inevitable part of the academic calendars of progressive institutions given the renewed and well-justified emphasis by policies and for their known and established benefits. Though scanty in number, integrated programs supporting the development of mentorship skills among in-service teachers have been reported to be of qualitative benefit in raising their performance bar. The present study reports the formulation and validation of a Professional Development Programme on Mentorship for in-service teachers and its implementation through an intervention adopting the quasi-experimental, single-group pre-test and post-test design. The program module, designed as per the ADDIE model, consisted of five units focusing on self-efficacy, outcome expectancy and skills development in four areas: personal, professional, instructional, and assessment. A group of 48 (n = 48) in-service teachers participated in the study and responded to the Mentor Efficacy Scale, a self-assessment questionnaire, before and after the intervention. Analysis of the pre-test and post-test data shows a significant increase in self-efficacy and outcome expectancy variables of mentorship among in-service teachers. The study's findings offer valuable insights for advocating the professional development program on mentorship skills to build and sustain a professional learning culture, a robust support system for colleagues and a positive school culture. Given the positive and promising results of the program, there is scope for further research exploring the long-term effects of the intervention with a mixed-method design.

Keywords

Professional development mentorship skills self-efficacy outcome expectancy teacher training

Get full access to this article

View all access options for this article.

References

Adams

(2012). Developing possibilities and potentialities: A mentorship handbook for educators (pp. 1–26). Alberta Education.

Ali

A. D. A.

Adel

L. A.

(2020). The impact of mentoring program on in-service teachers’ perceptions and self-efficacy. مجلة کلية التربية فى العلوم التربوية, 44(4), 13–48. https://doi.org/10.21608/JFEES.2020.152402

Arora

(2016). An exploration of mentoring among Indian school teachers: A mixed-methods study. Bangor University.

Aspfors

Fransson

(2015). Research on mentor education for mentors of newly qualified teachers: A qualitative meta-synthesis. Teaching and Teacher Education, 48, 75–86. https://doi.org/10.1016/j.tate.2015.02.004

Aydin

Arslan

(2022). Teacher mentoring: Definitions, expectations and experiences from international EFL teachers. Indonesian Journal of English Language Teaching and Applied Linguistics, 7(1), 181–197. https://doi.org/10.21093/ijeltal.v7i1.1272

Bandura

(1977). Self-efficacy: Toward a unifying theory of behavioural change. Psychological Review, 84(2), 191. https://doi.org/10.1037/0033-295X.84.2.191

Bandura

(1997). Self-efficacy: The exercise of control. Macmillan.

Bandura

(2006). Toward a psychology of human agency. Perspectives on Psychological Science, 1(2), 164–180. https://doi.org/10.1111/j.1745-6916.2006.00011.x

Bandura

(2007). Much ado over a faulty conception of perceived self-efficacy grounded in faulty experimentation. Journal of Social and Clinical Psychology, 26(6), 641–658.

10.

Baser

Akkus

Akayoglu

Top

Gurer

M. D.

(2021). Training in-service teachers through individualized technology-related mentorship. Educational Technology Research and Development, 69(6), 3131–3151. https://doi.org/10.1007/s11423-021-10065-w

11.

Biggs

Tang

Kennedy

(2022). Teaching for quality learning at university 5e. McGraw-hill education.

12.

Blanchard

P. N.

Thacker

J. W.

(2023). Effective training: Systems, strategies, and practices. Sage Publications.

13.

Botha

R. J.

Hugo

J. P.

(2021). Effective mentoring to improve job satisfaction among beginner teachers at South African primary schools. Research in Social Sciences and Technology, 6(3), 64–81. https://doi.org/10.46303/ressat.2021.26

14.

Branch

R. M.

(2009). Instructional design: The ADDIE approach (Vol. 722). Springer.

15.

Chan

(2021). Virtual mentoring for teacher education: Mentors and mentees learning together in the third space. In Teacher induction and mentoring: Supporting beginning teachers (pp. 267–289). Palgrave Macmillan.

16.

Chawla

(2021). Mentoring of teachers: The much-needed change in the national education policy 2020. Language and Language Teaching, 10(1), 37–42.

17.

Coppe

Parmentier

Kelchtermans

Raemdonck

März

Colognesi

(2024). Beyond traditional narratives about teacher professional development: A critical perspective on teachers’ working life. Teaching and Teacher Education, 139, 104436. https://doi.org/10.1016/j.tate.2023.104436

18.

Cornelius

K. E.

Rosenberg

M. S.

Sandmel

K. N.

(2020). Examining the impact of professional development and coaching on mentoring of novice special educators. Action in Teacher Education, 42(3), 253–270. https://doi.org/10.1080/01626620.2019.1638847

19.

Cornu

R. L.

(2005). Peer mentoring: Engaging pre-service teachers in mentoring one another. Mentoring & Tutoring: Partnership in Learning, 13(3), 355–366. https://doi.org/10.1080/13611260500105592

20.

Dahal

(2023). Exploring mentoring practice for in-service Teachers’ professional development. KMC Journal, 5(1), 189–204. https://doi.org/10.3126/kmcj.v5i1.52459

21.

Dahlberg

M. L.

Byars-Winston

(Eds.). (2019). The science of effective mentorship in STEMM. National Academies Press. https://www.ncbi.nlm.nih.gov/books/NBK552775/

22.

Deane

K. L.

Boat

A. A.

Haddock

S. A.

(2022). The comparative roles of mentor self-efficacy and empathy in fostering relationship quality with youth. J Youth Adolescence, 51(5), 805–819. https://doi.org/10.1007/s10964-022-01584-7

23.

Dreer-Goethe

(2023). Well-being and mentoring in pre-service teacher education: An integrative literature review. International Journal of Mentoring and Coaching in Education, 12(4), 336–349. https://doi.org/10.1108/IJMCE-09-2022-0073

24.

Ellis

N. J.

Alonzo

Nguyen

H. T. M.

(2020). Elements of a quality pre-service teacher mentor: A literature review. Teaching and Teacher Education, 92, 103072. https://doi.org/10.1016/j.tate.2020.103072

25.

Ewing

L. A.

(2021). Mentoring novice teachers. Mentoring & Tutoring: Partnership in Learning, 29(1), 50–69. https://doi.org/10.1080/13611267.2021.1899585

26.

Fairman

J. C.

Smith

D. J.

Pullen

P. C.

Lebel

S. J.

(2022). The challenge of keeping teacher professional development relevant. In Leadership for professional learning (pp. 251–263). Routledge.

27.

Farkas

A. H.

Allenbaugh

Bonifacino

Turner

Corbelli

J. A.

(2019). Mentorship of US medical students: A systematic review. Journal of General Internal Medicine, 34, 2602–2609. https://doi.org/10.1007/s11606-019-05256-4

28.

Fasbender

(2020). Outcome expectancies. In Encyclopedia of personality and individual differences (pp. 3377–3379). Springer.

29.

Fink

L. D.

(2013). Creating significant learning experiences: An integrated approach to designing college courses. John Wiley & Sons.

30.

Freeman

Eddy

S. L.

McDonough

Smith

M. K.

Okoroafor

Jordt

Wenderoth

M. P.

(2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415. https://doi.org/10.1073/pnas.1319030111

31.

Geeraerts

Tynjälä

Heikkinen

H. L.

Markkanen

Pennanen

Gijbels

(2015). Peer-group mentoring as a tool for teacher development. European Journal of Teacher Education, 38(3), 358–377. https://doi.org/10.1080/02619768.2014.983068

32.

Geletu

G. M.

(2024). The effects of pedagogical mentoring and coaching on primary school teachers’ professional development practices and students’ learning engagements in classrooms in Oromia regional state: Implications for professionalism. Education, 3–13, 1–17. https://doi.org/10.1080/03004279.2023.2293209

33.

Gerberry

C. V.

(2023). Developing self-efficacy through the social constructivist mentorship. Theory Into Practice, 62(1), 62–69. https://doi.org/10.1080/00405841.2022.2136480

34.

Godfrey

Benson

(2023). Seeds of doubt: How the source of mentorship initiation influences mentoring expectations. Current Psychology, 42(16), 13358–13368. https://doi.org/10.1007/s12144-021-02573-y

35.

Haidusek-Niazy

Huyler

Carpenter

R. E.

(2023). Mentorship reconsidered: A case study of K-12 teachers’ mentor-mentee relationships during the COVID-19 pandemic. Social Psychology of Education, 26(5), 1269–1288. https://doi.org/10.1007/s11218-023-09788-w

36.

Hammack

Yeter

I. H.

Pavlovich

Boz

(2024). Pre-service elementary teachers’ science and engineering teaching self-efficacy and outcome expectancy: Exploring the impacts of efficacy source experiences through varying course modalities. International Journal of STEM Education, 11(1), 4. https://doi.org/10.1186/s40594-024-00464-9

37.

Han

Kelley

Knowles

J. G.

(2021). Factors influencing student STEM learning: Self-efficacy and outcome expectancy, 21st century skills, and career awareness. Journal for STEM Education Research, 4(2), 117–137. https://doi.org/10.1007/s41979-021-00053-3

38.

Harrison

L. J.

(2024). The Bloomsbury handbook of early childhood transitions research (pp. 419–434). Bloomsbury Publishing plc.

39.

Harrison

M. G.

Lim

(2024). Mentors’ experiences of a school-based mentoring programme in Hong Kong. Asia Pacific Journal of Education, 44(2), 277–289. https://doi.org/10.1080/02188791.2022.2074371

40.

Heemstra

J. M.

Garg

N. K.

(2022). Mentoring is more important than ever. Nature Reviews Chemistry, 6(11), 757–758. https://doi.org/10.1038/s41570-022-00430-5

41.

Hobson

A. J.

Ashby

Malderez

Tomlinson

P. D.

(2009). Mentoring beginning teachers: What we know and what we don't. Teaching and Teacher Education, 25(1), 207–216. https://doi.org/10.1016/j.tate.2008.09.001

42.

Hudson

James

Hudson

(2024). Refining mentor teachers’ feedback towards improving preservice teachers’ practice. In Re-imagining teaching improvement: From early childhood to university (pp. 207–222). Springer Nature Singapore.

43.

Ingersoll

R. M.

Strong

(2011). The impact of induction and mentoring programs for beginning teachers: A critical review of the research. Review of Educational Research, 81(2), 201–233. https://doi.org/10.3102/0034654311403323

44.

Jacobsen

H. M.

Lejonberg

(2024). Organizing mentoring and induction practices: Understood through the eyes of newly qualified teachers. Mentoring & Tutoring: Partnership in Learning, 32(4), 1–24. https://doi.org/10.1080/13611267.2024.2360603

45.

Keiler

L. S.

Diotti

Hudon

(2023). Supporting teachers as they support each other: Lessons concerning mentor teacher feedback to teacher mentees. Professional Development in Education, 49(2), 225–242. https://doi.org/10.1080/19415257.2020.1839781

46.

Kim

Chung

(2020). Success expectancy: A mediator of the effects of source similarity and self-efficacy on health behavior intention. Health Communication, 39(9), 1063–1073. https://doi.org/10.1080/10410236.2019.1613475

47.

Kiviniemi

Tynjälä

Heikkinen

H. L.

Martin

(2021). Running a hybrid: Mingling in-service and pre-service teachers in peer-mentoring groups. European Journal of Teacher Education, 44(4), 555–571. https://doi.org/10.1080/02619768.2020.1766442

48.

Kozelková

(2024). Mentoring as a way to the professional development of in-service physics teachers. Journal of Physics: Conference Series, 2715(1), 012009. https://doi.org/10.1088/1742-6596/2715/1/012009

49.

Kuhn

Hagenauer

Gröschner

Bach

(2024). Mentor teachers’ motivations and implications for mentoring style and enthusiasm. Teaching and Teacher Education, 139, 104441. https://doi.org/10.1016/j.tate.2023.104441

50.

Kukreja

Arora

Mahajan

Singh

(2020). Mentorship program: Modern outlook of traditional knowledge. International Journal of Applied and Basic Medical Research, 10(2), 65–67. https://doi.org/10.4103/ijabmr.IJABMR_109_20

51.

Langdon

F. J.

(2017). Learning to mentor: Unravelling routine practice to develop adaptive mentoring expertise. Teacher Development, 21(4), 528–546. https://doi.org/10.1080/13664530.2016.1267036

52.

Lauermann

ten Hagen

(2021). Do teachers’ perceived teaching competence and self-efficacy affect students’ academic outcomes? A closer look at student-reported classroom processes and outcomes. Educational Psychologist, 56(4), 265–282. https://doi.org/10.1080/00461520.2021.1991355

53.

Lazarides

Warner

L. M.

(2020). Teacher self-efficacy. In Oxford Research encyclopedia of education (p. 1e22). Oxford University Press.

54.

P. B.

Sani

B. B.

Azmin

N. A. B. M.

(2021). Identifying mentor Teachers’ roles and perceptions in pre-service Teachers’ teaching practicum: The use of a mentoring model. International Journal of Education and Practice, 9(2), 365–378. https://doi.org/10.18488/journal.61.2021.92.365.378

55.

Lipton

Wellman

(2005). Cultivating learning-focused relationships between mentors and their protégés. In Teacher mentoring and induction: The state of the art and beyond (pp. 149–163).

56.

Chutiyami

Nicoll

(2022). Transitioning into the first year of teaching: Changes and sources of teacher self-efficacy. The Australian Educational Researcher, 49, 943–960.

57.

Chutiyami

Nicoll

(2022). Transitioning into the first year of teaching: Changes and sources of teacher self-efficacy. The Australian Educational Researcher, 49(5), 943–960. https://doi.org/10.1007/s13384-021-00481-5

58.

Magbagbeola

Balogun

(2023). The power of mentorship: Motivating through storytelling and support. In Mentoring in nursing through narrative stories across the world (pp. 53–59). Springer International Publishing.

59.

Maiyo

J. K.

(2023). Strengthening in service teacher mentorship and support through school based in service teacher training in Kenya.

60.

Manoharan

Dissanayake

Pathirana

Deegahawature

Silva

(2023). A guiding model for developing construction training programmes focusing on productivity and performance improvement for different qualification levels. Construction Innovation, 23(4), 733–756. https://doi.org/10.1108/CI-10-2021-0194

61.

Marschall

(2022). The role of teacher identity in teacher self-efficacy development: The case of Katie. Journal of Mathematics Teacher Education, 25(6), 725–747. https://doi.org/10.1007/s10857-021-09515-2

62.

Mathur

S. R.

Gehrke

Kim

S. H.

(2013). Impact of a teacher mentorship program on mentors’ and mentees’ perceptions of classroom practices and the mentoring experience. Assessment for Effective Intervention, 38(3), 154–162. https://doi.org/10.1177/1534508412457873

63.

Mena

Hennissen

Loughran

(2017). Developing pre-service teachers’ professional knowledge of teaching: The influence of mentoring. Teaching and Teacher Education, 66, 47–59. https://doi.org/10.1016/j.tate.2017.03.024

64.

Mena

Peinado

Hernández

(2023). Pre-service teachers’ self-efficacy beliefs on their role as teachers during the practicum. In Teacher education as an ongoing professional trajectory: Implications for policy and practice (pp. 71–96). Springer International Publishing.

65.

Milton

Daly

Langdon

Palmer

Jones

Davies

A. J.

(2022). Can schools really provide the learning environment that new teachers need? Complexities and implications for professional learning in Wales. Professional Development in Education, 48, 878–891.

66.

Ministry of Human Resource Development. (2020). National Education Policy 2020. Www.Education.Gov.In; Government of India. https://www.education.gov.in/sites/upload_files/mhrd/files/NEP_Final_English_0.pdf#page=29&zoom=100,97,630

67.

Mokoena

T. D.

van Tonder

G. P.

(2024). Influencing beginner teachers’ autonomy: The impact of mentorship in fostering self-directed learning. International Journal of Educational Management, 38(5), 1265–1288. https://doi.org/10.1108/IJEM-05-2023-0247

68.

Mullen

C. A.

Klimaitis

C. C.

(2021). Defining mentoring: A literature review of issues, types, and applications. Annals of the New York Academy of Sciences, 1483(1), 19–35. https://doi.org/10.1111/nyas.14176

69.

Muraya

D. N.

Wairimu

E. N.

(2020). Effects of teacher mentoring on the classroom practices of lower grade primary school teachers in Kwale County, Kenya. Educational Research and Reviews, 15(8), 473–486. https://doi.org/10.5897/ERR2020.3972

70.

National Council For Teacher Education. (2021). National Professional Standards for Teachers. Retrieved from https://ncte.gov.in/WebAdminFiles/PublicNotice/Hindi_0_17_11_2021_637727482281976435.pdf

71.

National Council for Teacher Education. (2024). Bluebook on Mentoring. Retrieved from https://ncte.gov.in/website/IntroductionNMM.aspx

72.

National Council of Educational Research and Training (NCERT). (2022). Guidelines for the 50 Hours of Professional Development of Teachers, Head Teachers and Teacher Educators. Retrieved from https://ncert.nic.in/pdf/Guidelines50HoursCpd.pdf

73.

Orland-Barak

Wang

(2021). Teacher mentoring in service of preservice teachers’ learning to teach: Conceptual bases, characteristics, and challenges for teacher education reform. Journal of Teacher Education, 72(1), 86–99. https://doi.org/10.1177/0022487119894230

74.

Palazzolo

Shahbazi

Salinitri

(2019). Working towards change: The impact of mentor development on associate teachers and faculty advisors. Interchange, 50(3), 321–337. https://doi.org/10.1007/s10780-019-09365-1

75.

Parsloe

Leedham

(2009). Coaching and mentoring: Practical conversations to improve learning. Kogan Page Publishers.

76.

Perkins Coppola

(2019). Preparing preservice elementary teachers to teach engineering: Impact on self-efficacy and outcome expectancy. School Science and Mathematics, 119(3), 161–170. https://doi.org/10.1111/ssm.12327

77.

Qaisra

Haider

S. Z.

(2023). The influence of in-service teachers training programs on the professional development of school teachers. Pakistan Journal of Humanities and Social Sciences, 11(1), 507–516. https://doi.org/10.52131/pjhss.2023.1101.0368

78.

Radford

C. P.

(2016). Mentoring in action: guiding, sharing, and reflecting with novice teachers: a month-by-month curriculum for teacher effectiveness. Corwin Press.

79.

Ragins

B. R.

(2016). From the ordinary to the extraordinary. Organizational Dynamics, 45(3), 228–244. https://doi.org/10.1016/j.orgdyn.2016.07.008

80.

Riggs

I. M.

(2000). The Impact of Training and Induction Activities upon Mentors as Indicated through Measurement of Mentor Self-Efficacy.

81.

Riggs

I. M.

Sandlin

R. A.

(2002). Professional Development of Mentors within a Beginning Teacher Induction Program: How Does the Garden (Mentors) Grow?

82.

Schwan

Wold

Moon

Neville

Outka

(2020). Mentor and new teacher self-perceptions regarding the effectiveness of a statewide mentoring program. Critical Questions in Education, 11(3), 190–207.

83.

Schwarzer

Luszczynska

(2016). Self-efficacy and outcome expectancies.

84.

Shanks

Attard Tonna

Krøjgaard

Annette Paaske

Robson

Bjerkholt

(2022). A comparative study of mentoring for new teachers. Professional Development in Education, 48(5), 751–765. https://doi.org/10.1080/19415257.2020.1744684

85.

Sharma

(2024). National leadership mentor program for school teachers: Scaffolding beginner teacher towards leading school. Authorea Preprints.

86.

Shulman

L. S.

(2005). Signature pedagogies in the professions. Daedalus, 134(3), 52–59. https://doi.org/10.1162/0011526054622015

87.

Sims

Fletcher-Wood

(2021). Identifying the characteristics of effective teacher professional development: A critical review. School Effectiveness and School Improvement, 32(1), 47–63. https://doi.org/10.1080/09243453.2020.1772841

88.

Simsar

Jones

(2021). Field experiences, mentoring, and preservice early childhood teachers’ science teaching self-efficacy beliefs. International Journal on Social and Education Sciences, 3(3), 518–534. https://doi.org/10.46328/ijonses.127

89.

Spooner-Lane

(2017). Mentoring beginning teachers in primary schools: Research review. Professional Development in Education, 43(2), 253–273. https://doi.org/10.1080/19415257.2016.1148624

90.

Thomas

C. L.

Tancock

S. M.

Zygmunt

E. M.

Sutter

(2020). Effects of a community-engaged teacher preparation program on the culturally relevant teaching self-efficacy of preservice teachers. Journal of Negro Education, 89(2), 122–135. https://muse.jhu.edu/article/802549

91.

Tiainen

Lutovac

(2022). Examining peer group mentoring in teaching practicum and its impact on the process of pre-service teachers’ joint reflection. European Journal of Teacher Education, 47(4), 676–694. https://doi.org/10.1080/02619768.2022.2122807

92.

Tickell

R. M.

Klassen

R. M.

(2024). Developing the Teacher mentoring self-efficacy scale (TMSES) using the Delphi method and exploratory factor analysis. Teaching and Teacher Education, 139. https://doi.org/10.1016/j.tate.2023.104452

93.

Toh

R. Q. E.

Koh

K. K.

Lua

J. K.

Wong

R. S. M.

Quah

E. L. Y.

Panda

C. Y.

Lim

N.-A.

Ong

Y. T.

Chua

K. Z. Y.

V. W. W.

Wong

S. L. C. H.

Yeo

L. Y. X.

See

S. Y.

Teo

J. J. Y.

Renganathan

Chin

A. M. C.

Krishna

L. K. R.

(2022). The role of mentoring, supervision, coaching, teaching and instruction on professional identity formation: A systematic scoping review. BMC Medical Education, 22(1), 531. https://doi.org/10.1186/s12909-022-03589-z

94.

UGC. (2021). Induction and Mentorship for Teachers of Higher Education. https://www.ugc.gov.in/pdfnews/6223505_Guidelines-Mentorship.pdf

95.

Van Ginkel

Verloop

Denessen

(2016). Why mentor? Linking mentor teachers’ motivations to their mentoring conceptions. Teachers and Teaching, 22(1), 101–116. https://doi.org/10.1080/13540602.2015.1023031

96.

Varghese

Finkelstein

(2021). An investigation of self-efficacy crossover between mentors and protégés within mentoring dyads. Annals of the New York Academy of Sciences, 1483(1), 80–97. https://doi.org/10.1111/nyas.14324

97.

Vivek

Bhattacharjee

Mani

Kumar

(2021). Strengthening Teacher Mentoring and Monitoring Systems: Evidence from India.

98.

Walters

Robinson

D. B.

Walters

(2020). Mentoring as meaningful professional development: The influence of mentoring on in-service teachers’ identity and practice. International Journal of Mentoring and Coaching in Education, 9(1), 21–36. https://doi.org/10.1108/IJMCE-01-2019-0005

99.

Wang

(2018). Teacher mentoring in service of beginning teachers’ learning to teach. In The Wiley handbook of educational supervision (p. 281). Wiley.

100.

Wilson

Huynh

(2020). Mentor–mentee relationships as anchors for pre-service teachers’ coping on professional placement. International Journal of Mentoring and Coaching in Education, 9(1), 71–86. https://doi.org/10.1108/IJMCE-04-2019-0052

101.

Zachary

L. J.

(2011). The mentor's guide: Facilitating effective learning relationships. John Wiley & Sons.

102.

Zhou

Shu

Padrón

(2023). The effect of professional development on in-service STEM teachers’ self-efficacy: A meta-analysis of experimental studies. International Journal of STEM Education, 10(1), 37. https://doi.org/10.1186/s40594-023-00422-x

Effect of Professional Development Programme on Mentorship in Enhancing Self-efficacy and Outcome Expectancy of In-Service Teachers

Abstract

Keywords

Get full access to this article

References