Abstract
This study explores how mentor training, delivered through a structured teacher induction program, influences mentor teachers’ perceptions of their role in supporting NQTs. Twenty-nine teachers in Portugal implemented a mentoring program and completed a questionnaire (before and after the program). The main findings indicate that the participants felt the program helped them to reflect on the profession and highlighted that the quality of interactions shared during planning and postlesson reflection has significant potential to support early professional learning and, consequently, to encourage new teachers to remain in the profession.
Introduction
The transition into professional practice is often a challenging period for early career teachers and can significantly influence their retention and effectiveness. In this context, structured mentoring programs have proven essential in supporting both the professional and personal development of new teachers. Research indicates that effective mentoring fosters trusting relationships, which are essential for the professional growth of early career teachers (Leithwood et al., 2024). Moreover, constructivist-based mentoring approaches address teachers’ needs for autonomy and competence, thus enhancing their overall wellbeing and job satisfaction (Glover et al., 2024; Vangrieken et al., 2021). Mentor education is also a key element; structured training for mentors strengthens their ability to provide meaningful support to novice teachers in real school settings (Pylväs & Nokelainen, 2023). Therefore, investing in well-designed mentoring practices is essential to ensure successful integration and long-term professional development for early career teachers.
Teaching requires the acquisition of a set of competences and qualifications, typically developed through higher education, to master complex core skills. These include the ability to engage with diverse areas of knowledge and to operate effectively within local, regional, national, European, and global contexts in line with the Common European Principles for Teacher Competences and Qualifications (2010).
Over the years, both national and international research has highlighted the critical importance of structured mentor training in supporting early career teachers during their induction period. Studies show that well-designed mentoring programs, particularly those involving comprehensive mentor preparation, are instrumental in enhancing new teachers’ professional development, emotional wellbeing, and retention in the profession. Ingersoll and Strong (2011) offer a pivotal review demonstrating that high-quality, sustained mentoring significantly reduces teacher attrition and improves instructional practices. Similarly, Goldrick (2016) emphasizes that the effectiveness of induction programs largely depends on the quality and ongoing development of mentors. According to Goldrick, jurisdictions that establish clear standards and invest in structured mentor training help create more equitable and supportive environments for early career teachers, ultimately benefiting pupil outcomes. This perspective is not entirely novel; however, the evolving demands placed upon the teaching profession necessitate increasingly complex and diversified competencies, needs that initial teacher education can no longer afford to overlook.
The OECD's Teaching and Learning International Survey (OECD, 2019) underscores that, across the most advanced education systems, a period of practical teaching experience following initial training, usually organized as a mandatory induction program, can serve to extend and deepen teacher preparation. For beginning teachers, such programs often function as a stabilizing mechanism, enhancing retention, and supporting early career development.
Nevertheless, evidence from the two most recent TALIS cycles (2013 and 2018) indicates that this form of integrated training is either absent or remains largely inaccessible in many educational contexts (OECD, 2019).
Literature acknowledges that retaining early-career teachers is essential, as the initial years in the profession represent a critical period for professional development. During this time, new teachers must navigate a wide range of challenges related to the curriculum, pupils, colleagues, and pupils’ families (Frederiksen, 2020; Voss et al., 2017). The first 5 years in the profession are multichallenging, and it is during this period that some teachers choose to leave for alternative careers, further exacerbating the teacher shortages experienced in many countries.
New teachers encounter various challenges as they enter the profession (Veenman, 1984; Almeida et al., 2018), including what Huberman (1989) describes as the “survival” and “discovery” phases. Professional growth during this period requires the development of classroom management skills (Voss et al., 2017), a genuine enjoyment of teaching, a strong sense of the profession's value, positive relationships with pupils, and inspiring teaching and learning experiences that support all students (Aspfors & Bondas, 2013).
While the learning-to-teach phase is essential for novice teachers to build self-confidence, it is equally important that they undergo a phase of socialization. During this period, beginning teachers develop an understanding of the organizational norms, values, and objectives of the school in which they work, as well as of the broader framework of national and local educational policies (Flores, 1999, 2024). New teachers often learn by “watching their mentor,” acquiring tacit knowledge and internalizing unspoken practices, such as classroom routines, leadership behaviors, and strategies for navigating institutional politics (Gilles et al., 2018).
Both the instructional and social dimensions of induction are crucial, as they enable early-career teachers to build relationships through which they can access resources and receive professional support. The social context in which teachers are embedded, particularly the culture and dynamics of the school environment, plays a significant role in shaping their induction experiences and influences their commitment to remaining in the profession (Wechsler et al., 2010).
Therefore, induction should not be perceived merely as a bureaucratic exercise in orientation. Rather, it ought to be conceptualized as an ongoing process of professional enculturation. As Bartell (2005) argues, effective induction encompasses purposeful mentoring, reflective dialogue, and responsive support mechanisms, all of which serve to foster a sense of belonging, professional identity, and agency within the school community.
The Portuguese Context
Formal induction and mentoring programs for early-career teachers remain uncommon in the Portuguese context. According to OECD data, only 20% of school principals in Portugal reported having structured induction activities in their schools, and a mere 6% indicated that newly appointed teachers have access to mentoring. These figures fall significantly below the OECD averages of 54% and 19%, respectively (OECD, 2014).
In Portugal, access to a civil service position in public schools is granted through a national teacher recruitment and placement process. The primary requirement for eligibility is a professional teaching qualification, obtained via a master's degree in education following an undergraduate degree in a relevant subject area (DGAE, 2025). The legal employment relationship for teaching staff generally takes the form of a public appointment, beginning with a provisional status that may lead to a permanent position. This transition depends on the successful completion of a probationary period, designed to assess the teacher's professional performance. The probationary period has a minimum duration of one school year and usually occurs during the first year of service, prior to formal entry into the teaching career structure (DGAE, 2025).
During this phase, the newly appointed teacher receives didactic, pedagogical, and subject-specific support from a mentor teacher—preferably one who holds a grade for teaching position or higher, belongs to the same recruitment group, and has obtained at least a “Good” rating in their most recent performance evaluation (DGAE, 2025). The teacher's nonteaching hours during this period may be allocated to activities such as attending training sessions, observing other teachers’ lessons, or engaging in collaborative work under the mentor's guidance. Successful completion of the probationary period with a “Good” or higher evaluation results in a permanent appointment; failure to meet this standard may result in a repeated probationary year or dismissal.
Despite the existing structure, many novice teachers perceive the probationary period primarily as a time of scrutiny rather than an opportunity for meaningful professional growth. This highlights the urgent need to design and implement structured programs that not only support the professional development of newly qualified teachers (NQTs) but also equip schools and experienced educators with the tools necessary to mentor effectively.
It is therefore essential to create conditions that support NQTs by developing mentor training programs tailored to experienced teachers who are professionally committed and recognized by their peers as competent and responsible. Capacity-building for mentors, alongside induction support for novice teachers, should be recognized as priority areas for strengthening teacher retention and promoting ongoing professional development.
Given the importance of supporting the integration of NQTs into the profession, this article emphasizes the need to provide mentor teachers with targeted training and structured preparation to enable them to take on the role of mentors. The study seeks to understand how experienced teachers develop into mentors through such training, and how this process shapes and transforms their perceptions of mentoring and professional support.
Accordingly, the research question guiding this study is: How does the training of mentor teachers, within the framework of a structured induction program, influence their perceptions of their role in supporting in Portugal?
The research adopted a qualitative approach and used questionnaires to analyze mentors’ perceptions of the implementation of a Teachers’ Induction Programme (TIP) in Portuguese schools.
Induction and Peer Mentoring Programs
The 1980s marked a shift in many parts of the world, with the emergence of mentoring as a key mechanism in supporting the initial preparation of beginning teachers and serving as an early stage of their professional development (Hobson et al., 2009). Since then, substantial investment has been made in both research and resource development, with the aim of enhancing mentoring practices and designing structured programs to support novice teachers.
The growing interest in mentoring has been reinforced by developments in fields such as cognitive psychology, sociocultural theories, reflective practice, and situated learning, each contributing to a more nuanced understanding of how teachers develop professionally. However, as Hobson et al. (2009) signal, the widespread enthusiasm for mentoring may also reflect a broader policy intention: to shift part of the responsibility for initial teacher preparation away from universities and into the hands of schools and practicing educators.
According to Wong (2004), while induction and mentoring are closely associated, they differ in both focus and intent. Induction is best understood as a comprehensive and systematic process aimed at supporting novice teachers throughout their early professional development. Mentoring, in contrast, constitutes one of several supportive strategies within this broader process. It is grounded in the belief that educators can and should learn from one another, and that there is a collective professional responsibility to nurture and support the growth of colleagues. Wong (2004) conceptualizes mentoring as a purposeful action and a key component of induction, primarily intended to assist new teachers in navigating the challenges of the initial phase of their careers. However, mentoring should not be limited to a mere survival function. When implemented effectively, it can serve as a foundational element in the cultivation of collaborative, lifelong learning communities within schools. Through sustained dialogue and professional exchange, mentoring can enhance new teachers’ instructional effectiveness and contribute meaningfully to improved pupil outcomes.
Mentoring is broadly understood as a developmental relationship between two individuals: the mentor and the mentee, in which the mentor offers guidance, support, and encouragement to foster the mentee's growth (Rhodes et al., 2009). Typically, the mentor and mentee are at different stages of their personal or professional journeys, with the mentee situated in a more vulnerable or transitional phase. As Lee and Seo (2017) observe, mentoring frequently plays a significant role during key transitional periods in human development.
The mentor is generally regarded as someone more experienced, knowledgeable, and trusted, serving as a guide, adviser, and sometimes a role model. According to Lucas and James (2018), the effectiveness of mentoring is often contingent upon the mentee's perception of the mentor as a credible and inspiring figure who has already navigated similar challenges. This relational dynamic enables the mentee to draw upon the mentor's experience when progressing from one stage of development to the next.
Ultimately, mentoring functions as a powerful tool for both personal and professional development. It supports lifelong learning and contributes significantly to continuous professional growth (Rhodes & DuBois, 2006).
In the school context, mentors are typically experienced educators with substantial pedagogical expertise and practical classroom experience. They play a pivotal role in supporting novice teachers across multiple dimensions, including the transmission of effective instructional strategies, classroom management techniques, and an understanding of the school's culture, organizational functioning, and policy frameworks (Le et al., 2024).
From a human development perspective, mentoring constitutes a powerful mechanism for professional learning and emotional support. As Rhodes et al. (2009) assert, the mentor serves not only as a source of pedagogical knowledge but also as a stabilizing presence who conveys trust, reassurance, and professional confidence. This relationship fosters a psychologically safe environment in which the mentee can progressively develop autonomy, self-efficacy, and a secure professional identity.
Education is a field in constant transformation, where the exchange of experiences and behaviors play a fundamental role in the development of educators. Mentoring between more experienced and less experienced teachers is an essential pedagogical practice that enhances the quality of teaching and promotes the personal and professional growth for all involved (Le et al., 2024). It also supports the creation of a strong professional identity, which contributes to talent retention within the institution, as less experienced teachers feel welcomed, recognized, and supported by their more experienced colleagues (Le et al., 2024).
Therefore, mentoring can be understood as a process of mutual growth, offering benefits for both the mentor and the mentee. For the mentee, the advantages are numerous, ranging from the acquisition of pedagogical strategies, study methods, and institutional norms, to the development of emotional resilience and interpersonal skills. Perhaps most significantly, mentoring nurtures self-esteem and motivation in novice teachers, supporting their adaptation to the demanding yet noble task of teaching (Gershenfeld, 2014).
However, the benefits of mentoring are not one-sided (Ewing, 2021). The mentor also experiences substantial professional and personal gains. Engagement with beginning teachers often brings fresh perspectives and novel ideas, encouraging mentors to reflect upon and renew their own pedagogical practices. This reciprocal process contributes to ongoing professional development, increased job satisfaction, and a renewed sense of purpose (Rhodes et al., 2009). As Lee and Seo (2017) suggest, mentoring becomes a deeply rewarding experience, grounded in the notion that to give is also to receive parts of yourself mirrored in someone else's growth can be profoundly rewarding for any mentor.
Moreover, mentor teachers also grow on an interpersonal level. Through active engagement in the mentoring process, they can strengthen their leadership, sharpen process-management skills, and deepen soft skills such as communication, empathy, resilience, and collaboration (Rhodes et al., 2009).
Mentoring is structured as a tripartite relationship that links the mentor, the mentee, and the sponsoring institution. In this arrangement, the educational institution accrues substantial benefits: it becomes a locus for cultivating a collaborative professional culture in which interaction, mutual support, and shared learning are actively fostered. Such an environment enhances participants’ sense of value and motivation, thereby reinforcing their collective commitment to the institution's success (Penman et al., 2024). Therefore, the quality of teaching is enhanced through the reciprocal exchange of knowledge and the sharing of effective pedagogical practices. Such processes enrich both classroom teaching and broader professional interactions, ultimately benefiting not only pupils but also the wider school community and society at large (Lucas & James, 2018).
Induction programs thus offer a valuable opportunity not only to support novice teachers in the initial stages of their careers but also to involve experienced teachers in ongoing reflective practice. Mentoring programs offer a platform for both beginning and experienced teachers to share knowledge, engage in mutual learning, and grow professionally (Ewing, 2021). This process raises important questions for experienced teachers regarding their capacity to mentor novices effectively and underscores the need for adequate training to undertake such a role.
The mentoring relationship is inherently complex, as it involves a range of competences that go beyond technical knowledge, calling for ethical sensitivity and critical awareness. As Azevedo (2003) argues, education is never neutral, schools, teachers, and classrooms are all embedded within broader ideological and moral frameworks. In this light, mentoring becomes not only a professional responsibility but also a continuous challenge and opportunity for self-reflection and growth.
Holden (2002) highlights that such opportunities position the experienced teacher as a reflective practitioner, one who constructs knowledge through research on practice, continually rethinking and re-evaluating values, principles, and pedagogical actions and these does not happen in a vacuum but depends on the challenge and support of other members of the school community. Similarly, Nóvoa (2009) emphasizes that professional development must be rooted in the recognition of the teacher as a person, advocating for a holistic approach to training that integrates both personal and professional dimensions of teacher identity. By fostering the development of professional learning communities, these programs contribute to improved teacher retention, increased job satisfaction, and the cultivation of a more cohesive and collaborative school culture.
Methodology
The research followed a qualitative approach and involved an exploratory study aimed at analyzing changes in the perceptions of teachers who had completed a Mentors’ Capacity Programme (MCP) regarding the implementation of a Teachers’ Induction Programme (TIP) in their schools. The data of this study were collected through questionnaires administered to experienced teachers in Portugal, who assumed the role of mentors in the professional TIP implemented in their schools. The group, consisting of 29 teachers, underwent 3 months of training as part of the MCP. The participants completed a questionnaire before the training and again after the implementation of the TIP, approximately 8 months later, at the end of one school year. A questionnaire was chosen for data collection, rather than other techniques such as interviews, due to the number of participants (Cohen et al., 2017) and the advantages associated with questionnaires in terms of time, cost, feasibility, and participant anonymity (Holmes, 2023).
The questionnaire used in this study was developed by a multidisciplinary project team consisting of different teachers and researchers with experience in teacher education, from six European countries—Croatia, Greece, Italy, Portugal, Slovenia, and Spain (Catalonia). The purpose of the questionnaire was to analyze experienced teachers’ perceptions and expectations of the induction program for new teachers. The questionnaire was divided into six sections: A, Personal information; B, Motivation for the profession and continuation in the system; C, Perception of the induction program based on mentoring; D, Self-assessment of mentoring skills; E, Contributions from the mentoring-based induction program; and F, Expectations and concerns about participating as a mentor in the induction program. The questionnaire use a six-point Likert scale.
For the exploratory analyses, the Statistical Package for Social Science (SPSS) software was used (International Business Machines [IBM], 2023). The first step was to determine the reliability of the questionnaire. In addition, a comparative means analysis was conducted to examine differences in responses before and after the mentoring training program. Finally, Pearson's correlation coefficients were calculated to determine whether these differences were statistically significant (Afonso & Nunes, 2019).
Mentors’ Capacity Program
The MCP involved introducing the proposed TIP, discussing conceptions, processes, and practices of mentoring in the context of training beginning teachers, and analyzing the school as an educational organization. It consists of three modules, totaling 50 hr, and in a b-learning format. The first module focused on the school as an educational organization, the second addressed conceptions and practices of mentoring, and the third explored the reflective and collaborative nature of the work of the mentor and mentee. These three sequential modules build upon one another, being complementary and distinct in their theoretical content. This content was translated into a set of proposed activities and dynamics designed to ensure high-quality training for experienced teachers taking on the role of mentors: (i) mentoring in teachers’ induction program; (ii) mentor's professional identity; and (iii) TIP.
The aim of the MCP is to provide formal training for experienced teachers and school leaders, equipping them to implement the TIP, which is based on a mentoring model. In addition, the MCP enables experienced teachers and school leaders to diversify their professional roles by acting as mentors to their peers, an approach intended to enhance their motivation and, consequently, promote their retention within the education system (Project LOOP co-funded by the Erasmus + grant program of the European Union under grant no. 626148-EPP-1-2020-2-PT-EPPKA3-PI-POLICY).
Experienced teachers can use the MCP: to access a theoretical field that allows the relationship with the objects under study, capable of leading to the desired results; to understand the duties, and responsibilities, and manage expectations of the mentoring role; to identify priorities and relevant actions to develop mentoring activities; to co-develop standards and protocols to guide the mentoring action; to develop competences in experienced teachers in different domains for the application of the teachers induction program; to access to exercises, activities, and material resources (Project LOOP co-funded by the Erasmus + grant program of the European Union under grant no. 626148-EPP-1-2020-2-PT-EPPKA3-PI-POLICY).
Participants
Regarding the characteristics of the 29 experienced teachers who responded to the questionnaire, 93.1% are female and 6.9% are male with at least 21 years of service. In terms of age, 55.2% were between the ages of 56 to 65 years, and 41.4% in the 46 to 55 years group. Concerning the level of education, the majority of respondents worked in the third cycle of basic or secondary education (ISCED 2 and 3). Only 17.9% taught in the second cycle of basic education and 6.9% in the first cycle (ISCED 1).
Among the respondents, 82.8% had never acted as mentors. Of those who had previous mentoring experience, two had done so for 2 years, one for 15 days, one for 6 years, and one provided mentoring on an as-needed basis whenever requested by new teachers.
Ethical Procedures
Participants were presented with an informed consent protocol, which explained that their participation was both anonymous and voluntary, and confirmed that the questionnaire did not collect personal data or any information that could identify them. The protocol also clarified their right to withdraw from the study at any time without facing any negative consequences. This procedure complied with the Portuguese guidelines under the General Data Protection Regulation (GDPR) and with European legislation (EU Regulation 2016/679), which establishes rules for the protection, processing, and free movement of personal data within the European Union.
Results
To analyze the data obtained from the questionnaire about changes in the perceptions of teachers who have completed the MCP, the first step was to assess the internal consistency of the questionnaire completed by the mentor teachers. An initial analysis of the 34-item questionnaire revealed a Cronbach's alpha coefficient of .873, indicating a high level of reliability. However, item 12 (“Learning to be a mentor should be a more informal process than a structured process with a training programme”) and item 31 (the time needed for mentoring in induction programs) were removed from the analysis, as they did not reach an acceptable level of overall correlation of the corrected items, .072 and .049, respectively. For an item to be considered consistent with the scale, a corrected item-total correlation of at least .200 is required (Aiken, 2002).
After removing these two items, the Cronbach's alpha coefficient increased to .881 (Table 1), and the corrected item-total correlations for the remaining items ranged from .208 to .797, confirming the internal consistency of the revised version of the scale.
Reliability Coefficient.
Table 2 presents the reliability values for each item within the five dimensions of the scale. All 32 items were considered adequate (Saito et al., 2021). The highest reliability coefficients were found in the dimension of self-efficacy to mentor new teachers, while the lowest values were observed in the dimension related to the conditions for schools to implement induction programs.
Total Item Correlation Corrected for Items.
Table 3 presents the mean scores from the first application of the questionnaire (pretest), and after the mentoring training program was completed (post-test), based on a six-point Likert scale: 1 (Totally disagree), 2 (Disagree), 3 (Neither agree nor disagree), 4 (Agree), 5 (Totally agree), and 6 (Not applicable, don't know). In the pretest, participants most frequently selected point 4 (Agree) in the dimensions of motivation, expectations, self-efficacy, and interest. In contrast, point 3 (Neither agree nor disagree) was more prominent in the dimension concerning the conditions for implementing the induction program.
Analysis of Means Scores and Coefficients of Variation Pre- and Post-Test.
After having completed the mentoring training program, a shift was observed in the responses of the mentor participants, who moved from a neutral position to agreeing with the statements regarding the conditions for implementing the program. Similarly, in the dimensions of self-efficacy and interest, participants’ responses increased to point 5 (Totally agree), indicating a stronger endorsement of these aspects following the training.
To analyze whether the differences in means for each dimension were statistically significant, Pearson's coefficients of variation were calculated (Afonso & Nunes, 2019). To analyze the variation between the pre- and post-test, the coefficient of variation was used. A value below 5% was considered highly homogeneous; values between 5% and 20% indicated moderate homogeneity; between 20% and 50%, heterogeneity; and above 50%, high heterogeneity. The results revealed high homogeneity in the dimensions of motivation, expectations, and interest, and moderate homogeneity in the dimensions of self-efficacy and the conditions for implementing the program. The latter showed a tendency to increase in the post-test (Figure 1).
Mean differences between pre- and post-test.
Tables 4 and 5 present the differences in means between the pre- and post-test, analyzed using Student's t-test. Table 4 shows that the mean score in the pretest was 4.0420, while in the post-test it increased to 4.2360.
Sample Statistics.
Comparison Between the Pre- and Post-Test (Student's t).
Table 5 shows that the significance value for both averages is .000 (p < .050). These data confirm a significant increase in the post-test scores compared to the pretest scores (Figure 2).
Means differences between the scores of pre- and post-test.
Then, in Figure 2, the increase in the post-test score (mean = 4.24) is confirmed as opposed to the pretest score (mean = 4.04). This difference is justified by the significance value (p < .050) in Table 5.
In Figure 2 we see a slight increase between the two moments when the participants answered the questionnaire, even with a small number of participants.
Discussion
The analysis of results reveals that the mentor teachers involved in the MCP underwent a significant shift in their perceptions, increasing their confidence in taking on the role of mentor, especially in key areas such as self-efficacy and interest in mentoring. These findings underscore the importance of implementing structured programs to train mentor teachers, enabling them to promote reflection not only on school as an organization, but also in teachers’ conceptions and practices regarding mentoring, as well as on the nature of the work of the mentor and mentee relationship. Mentor teachers acquire knowledge and deepen their understanding of key themes through discussion and reflection. The MCP represents an opportunity for professional development, as participants are challenged by their peers to (re)think and (re)evaluate their values, principles, and practices. The program fosters conditions for teachers to become reflective practitioners (Schön, 1983), thereby contributing to increased motivation and self-efficacy, as highlighted by previous research (e.g., Thomas et al., 2019).
The results reveal that teachers changed their initial perceptions and re-signified the value of their role in relation to future teachers. This was evident, for example, in the greater emphasis placed on collaboration between teachers from different subject areas and on the importance of project-based and collaborative work as a key element of professional development. These findings align with Wong's (2004) perspective on mentoring within professional induction processes, particularly the notion that educators can learn from one another and share a professional responsibility for the growth and development of their colleagues.
Mentor teachers also emphasized that, after completing the program, they felt more empowered to take on new roles within the school community and in collaboration with different actors. This is particularly relevant, since it highlights the benefits that mentoring processes within professional induction programs can offer not only to novice teachers, but also to the mentors themselves, as discussed in the theoretical framework (Lee & Seo, 2017; Rhodes et al., 2009). Another noteworthy finding is that most respondents stated that they would recommend the teaching profession to a young person. Furthermore, a significant number of participants strongly agreed that they would like to continue in the role of mentor, viewing it as a distinct and valuable career path within the teaching profession—one that offers opportunities to assume new responsibilities both within schools and across the broader educational system.
Moreover, after the intervention, and in contrast to their initial responses to the questionnaire, most participants expressed disagreement with the idea that the mentoring program should be identical across all school contexts. Instead, most agreed that offering a formal induction program, along with appropriate tools, can effectively guide and support mentors during the induction of new teachers.
Regarding the assessment of mentoring skills, participants were asked how confident they felt regarding the challenges of mentoring. When compared with the responses obtained in the pre-test, the majority of respondents reinforced the high level of confidence in the areas of classroom management, improvement of teaching–learning techniques, development and use of support materials, the use of ICT in the classroom, dealing with students with educational needs and/or learning difficulties and/or different backgrounds, in assessment and feedback to students, to work with parents/guardians, to work with other actors and entities (authority local, associations, etc.), for administrative and bureaucratic aspects, in their social and cultural integration in the school environment/culture, to cooperate with other teachers (experienced and/or new). This self-assessment of mentoring skills reflects the participants’ perception of their own competence, which aligns with many of the attributes commonly associated in the literature with the profile of effective mentor teachers (Le et al., 2024; Lucas & James, 2018; Rhodes et al., 2009).
Finally, the respondents reinforced their agreement that the mentoring program should be mandatory and adapted to the school context.
Despite these promising findings, the study's limitations—the small sample size and absence of a control group—dictate that conclusions remain exploratory. Nonetheless, the results pave the way for future research on structured mentor training, particularly studies that examine long-term impacts on teacher retention, school culture, and mentor–mentee pairing strategies.
Conclusion
The need to invest in structured induction processes within the teaching profession, aligned with the perspective that teachers’ professional development should be continuous and coherent (Almeida et al., 2018; Flores, 2014; Nóvoa, 1999), as has been increasingly recognized by the scientific community. In the Portuguese context, studies have highlighted persistent gaps in the development of consistent policies to support teachers’ professional trajectories, particularly during the early stages of their careers. For example, Flores (2014) emphasizes that national education policies often adopt a fragmented approach to teacher education placing greater emphasis on initial training and sporadic continuing professional development initiatives, while neglecting structured mechanisms for induction and ongoing support.
The results of this study reinforce the critical importance of structured and sustained induction processes for beginning teachers in Portugal. Grounded in collaborative design involving researchers, practitioners, and policymakers, the programs developed and tested in this research offer a coherent and context-responsive answer to the needs identified by schools. Anchored in institutionalized mentoring and in the professional valorization of experienced teachers, these programs offer viable pathways to effectively support early-career teachers effectively. This study underscores the value of engaging teachers in mentoring processes during the professional induction of new teachers and highlights their contributions to teachers’ professional development. The findings point to benefits not only for novice teachers (mentees), but also for their mentors and for the school, as supported by previous studies (Penman et al., 2024). Furthermore, the study demonstrates the importance of preparing experienced teachers to become mentors through structured programs, and how the lived experience of assuming the mentor role can transform their perceptions of what it means to be a mentor.
The MCP led to a shift in mentors teachers' perceptions, both regarding their role as mentors to new teachers and their broader role within the school community. These results underscore the importance of mentoring processes and mentor training in the professional induction of novice teachers, as well as their relevance for professional development, teacher motivation, and retention—findings supported by other studies (Le et al., 2024; Rhodes et al., 2009; Thomas et al., 2019). The MCP demonstrates that “becoming a mentor” must go beyond traditional training; it requires intentionally designed strategies that support the development of mentors’ professional identities. This process is best supported by teacher educators, who play a key role in deepening reflection on the challenges of classroom practice, navigating relationships with different actors in the school context, and conducting research to inform and improve mentoring practices.
The issue of mentoring within induction programs remains open and points to several areas requiring further research. One such area concerns the pairing of mentors and mentees—specifically, whether alignment or divergence in content knowledge and pedagogical beliefs leads to more effective mentoring. The Association for Supervision and Curriculum Development (1999) argues that mentors who share similar philosophies, values, and knowledge with beginning teachers are better positioned to support their development through a more harmonious relationship. In contrast, other authors suggest that greater learning occurs when mentors and mentees differ in beliefs and teaching styles, particularly when this diversity is supported by collaborative practices such as shared planning and joint reflection on teaching and learning (Jonson, 2002).
When such programs are embedded in national guidelines for supporting the induction of NQTs, it is important to assess their mplementation and verify whether the dropout rate from the teaching profession decreases, enriching both classroom teaching and broader professional interactions. This is a matter of particular concern at a time when Portugal is witnessing an increased influx of candidates wishing to enter the teaching profession. Without structured school-based programs of this kind, there is a risk that these new entrants may leave the profession prematurely, undermining efforts to retain teachers in the career.
Footnotes
Funding
The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by National Funds through FCT-Portuguese Foundation for Science and Technology, I.P., under the scope of UIDEF—Unidade de Investigação e Desenvolvimento em Educação e Formação, UIDB/04107/2020, https://doi.org/10.54499/UIDB/04107/2020
Declaration of Conflicting Interests
The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.
