Mentoring Novice Teachers: Motives, Process, and Outcomes from the Mentor's Point of View

Debbie Iancu-Haddad, Izhar Oplatka

Research output: Contribution to journalArticlepeer-review

18 Scopus citations

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.

Original languageEnglish
Pages (from-to)45-65
Number of pages21
JournalNew Educator
Volume5
Issue number1
DOIs
StatePublished - 1 Mar 2009
Externally publishedYes

ASJC Scopus subject areas

  • Education
  • Sociology and Political Science

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