Teacher mentorship and job satisfaction: A cross-national econometric analysis of mentees and mentors

Abstract

This paper analyses how receiving mentorship and serving as a mentor each relate to teacher job satisfaction using cross-national data from the 2018 Teaching and Learning International Survey (TALIS). A two-stage approach, employing school fixed effects and meta-analysis across 49 regions, shows a robust positive association for both mentors and mentees. The mentee effect is consistent across settings, while mentoring effects vary more. Results highlight the importance of institutional support to ensure mentoring benefits all participants, with implications for teacher induction, development, and retention efforts.