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Sustaining the best and the brightest: empowering new early childhood teachers through mentoring

Rebecca Andrews (Macquarie School of Education, Macquarie University, Sydney, Australia)
Fay Hadley (Macquarie School of Education, Macquarie University, Sydney, Australia)
Manjula Waniganayake (Macquarie School of Education, Macquarie University, Sydney, Australia)
Iain Hay (Faculty of Education and Arts, Australian Catholic University, Sydney, Australia)
Catherine Jones (Macquarie School of Education, Macquarie University, Sydney, Australia)
Xinyun Meg Liang (Macquarie School of Education, Macquarie University, Sydney, Australia)

International Journal of Mentoring and Coaching in Education

ISSN: 2046-6854

Article publication date: 26 November 2024

51

Abstract

Purpose

Retention of early childhood teachers in Australia is a critical issue, particularly for new teachers. The demanding nature of new teachers’ everyday work and high rates of stress and burnout have resulted in teachers leaving the sector. By designing a formal mentoring project, our aim was to support teachers to stay and flourish as respected professionals. This paper presents findings from the perspective of the mentees – new teachers in their first five years of employment in the sector.

Design/methodology/approach

We designed and offered a two-phase multi-layered mentoring project to 145 new teachers (mentees) matched with 51 experienced teachers (mentors). It began with a mentor training course implemented by three experienced early childhood education academics and utilised a community of practice approach (Lave and Wenger, 1991). Data collected throughout the project included a pre- and post-survey and a needs satisfaction and frustration scale.

Findings

Analysis of survey data shows that mentee new teachers gained a better understanding of their role and built connections with peers and leaders. Survey data also demonstrates that effective mentoring can successfully contribute to addressing workforce challenges faced by early childhood teachers.

Originality/value

The project makes an original contribution through the design, implementation and evaluation of an innovative online mentoring project for teachers employed across the state of New South Wales, Australia.

Keywords

Acknowledgements

This study was funded by the New South Wales Department of Education Sector Development Program (No: 2019/004).

Citation

Andrews, R., Hadley, F., Waniganayake, M., Hay, I., Jones, C. and Liang, X.M. (2024), "Sustaining the best and the brightest: empowering new early childhood teachers through mentoring", International Journal of Mentoring and Coaching in Education, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/IJMCE-02-2024-0013

Publisher

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Emerald Publishing Limited

Copyright © 2024, Emerald Publishing Limited

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