The role of group mentorship in supporting teachers across different developmental stages: A comparative study

Abstract

The role of mentorship across different stages of teachers' development seems understudied and needs to be considered when recommending teacher professional development. This study investigates the role of mentorship in supporting teachers at various stages of professional development—novice, mid-career, and veteran—while assessing the effectiveness of tailored mentorship programs across these phases. The research employed a mixed-methods design, integrating quantitative surveys and qualitative interviews with 150 teachers and 20 mentors, who were selected via purposive and convenience sampling. The findings indicated that mid-career teachers pursued professional change and enhanced engagement with pedagogical strategies, whereas veteran teachers prioritized leadership development. The findings highlight the necessity for customized mentorship strategies to meet the changing requirements of teachers at various stages in their careers despite challenges like time limitations and mentor incompatibilities. This study offers original insights into the varied needs of teachers throughout their developmental trajectories. It builds upon existing research by establishing a basis for creating more effective mentorship frameworks to improve teacher retention, professional growth, and overall teaching quality.