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The purpose of this paper is to discuss how different styles of mentoring in teacher education relate to mentor characteristics. Pre-service teachers often want practical advice. However, in Norway, school mentors have traditionally been encouraged to promote reflection rather than offering advice. This study seeks to explore the relationship between mentors’ support for reflection based and clear mentoring (a relatively direct approach to mentoring) and mentors’ self-efficacy and effort.

Using structural equation modelling of cross-sectional survey data (from 272 school mentors), the researchers in this study tested empirical interrelations between reflection-based mentoring, clear mentoring, mentor efficacy and effort. Clear mentoring was a reasonably consistent construct, while refection-based mentoring was a more elusive concept.

Effort was associated with support for reflection, while self-efficacy was moderately related to clear mentoring and reflection-based mentoring. The results illustrate that reflection-based methods are demanding for mentors. If direct approaches are more effective, additional evidence would be required to support mentor training that heavily emphasises reflection.

Longitudinal and quasi-experimental studies are needed to support inferences about causality. Variable omission may have influenced the models. More research is needed to better understand the concept of reflection-based mentoring.

This paper contributes to the mentoring field by examining mentors’ preference for reflection based and clear mentoring and how such preferences are related to self-efficacy and effort. It also contributes to general and theoretical discussions about the relationships between beliefs about mentoring and mentor characteristics.

Minority female students are increasingly faced with issues such as financial instability, work-family imbalance, and few growth opportunities in their careers. Within the context of community colleges, the presence of minority female administrators may serve as a venue for the empowerment and attainment of academic and professional goals for minority female students through administrators’ mentoring practices. The purpose of this paper is to explore the lived experience of community college minority female administrators in their role as informal mentors to community college minority female students.

The author used a qualitative phenomenological approach to explore community college minority female administrators’ experiences as mentors of female minority students. Mullen’s (2009) alternative mentoring model guided the study as well as a feminist lens. The purposive sample included six minority female administrators from two Florida community colleges, with individual interviews based on 18 open-ended questions. Data were analyzed with Atlas.ti™ qualitative software.

The findings uncovered four common themes and seven subthemes regarding the experience of informal mentoring as a minority female administrator: facilitating empowerment with two subthemes – modeling and coaching; administrator-student relationship with three subthemes – encouragement, life experiences, and past mentors; personal growth; and formalized mentoring with two subthemes – create a support system and access to information.

In any study, phenomenological or otherwise, the researcher’s biases may cloud the data analysis process, and the researcher may code the data incorrectly or leave out crucial information during the transcription of the interview. It was essential for the author to understand the concept of epochè to bracket the author’s own experiences as a minority female (Bloomberg and Volpe, 2012). The purposeful sample was small and only focused on one region in the US, and the study’s findings may not be transferable to other contexts.

Minority female administrators’ experiences mentoring minority female students have not been comprehensively explored in the scholarly realm; hence, their mentoring journey is unknown. The study sought to shatter that silence and create a dialogue that will hopefully continue in the field of mentoring.

Discusses the process of evaluating mentoring and suggests that, with mentoring for young people, this includes evaluating mentoring outcomes, the contribution of mentoring to the broader initiatives of which it is normally a part, and identifying the costs of mentoring schemes. Gives frameworks for considering these areas of evaluation in more detail. Points out that effective evaluation of all these areas depends on the use of a number of different methods, including interviews, surveys and case studies. In conclusion, highlights some move critical issues about determining the overall value of mentoring for young people.

This exploratory study investigates how mentoring is perceived and undertaken by the concerned parties, namely, mentor and protégé, and organizations in the context of Thailand.

A qualitative approach using dyadic case studies (of manager and subordinates) was taken to reflect whether mentoring is formally established in Thai business organizations, what benefits are experienced by mentors and mentees (protégés) and how the Thai business organizations can fully benefit from mentoring system. Based on the sample case studies, it is found that mentoring is perceived as teaching and advising how to perform a job well and mainly by one's supervisor. Factors that influence the effectiveness of mentoring system include clear organizational policies, HRM practices (i.e. orientation, training and development, performance appraisal, rewards, etc.), mentoring evaluation, trust and integrity and perceived risk.

The final part in a series of three articles, discusses an evaluation of the Northern and Yorkshire region of the health services mentor scheme, linked to Durham MBA. Reports on the results of a survey of 42 health‐service mentees who have just finished a two‐year MBA course and their 42 mentors. Highlights issues raised by mentees and mentors, and discusses the implications of these for development and improvement of the scheme.

This study identifies (1) differences that exist between junior and senior faculty in their beliefs about the impact of mentoring; (2) interest among tenured and tenure-track faculty in participating in a mentoring relationship and (3) the extent to which faculty perceive mentoring as a critical component of the track to tenure.

Across a multicampus system of higher education, 1,017 faculty responded to an anonymous online survey that included both quantitative and open-ended items (response rate 51%).

Although all faculty perceive mentoring as valuable, there are significant differences among junior and senior faculty in their beliefs and perceptions about mentoring, as well as their participation in mentoring relationships.

All five participating campuses operate in the same state under the same governing board, so the findings are not necessarily generalizable to other institutions or populations of faculty.

To support effective mentoring, it is necessary that higher education organizations institutionalize mentoring and develop a purposeful program in which they train/support mentors and allow for flexibility; it is also critical to solicit input from the faculty at various stages.

This study considered multiple aspects of tenure from multiple institution types within a system of higher education. Furthermore, this study compares junior and senior faculty perceptions and outcomes, which few previous studies have done.

The purpose of this article is to examine e‐mentoring as a way to sustain distance training and education.

The paper describes a framework for sustaining distance training and education by adding e‐mentoring (mentoring over the internet). It also explores the role of mentors, the benefits of the programs to the mentor and the sponsoring organizations, and ways of overcoming challenges faced by e‐mentoring in distance training and education.

One effective and cost‐effective way to monitor and improve the effectiveness of training and education in the workplace is to involve expert peers, subject matter experts, and managers in a mentoring or coaching capacity.

The article shows a cost‐effective way to monitor and improve the effectiveness of training and education in the workplace.

The purpose of this paper is to describe an innovative model of mentoring that evolved over the past ten years as a result of experience, research and self-study. This research, conducted in Orthodox Jewish day schools will raise awareness of potential benefits of mentoring as an effective means for supporting Q1 teachers’ classroom effectiveness and sense of well-being. Background research is presented on mentoring as a powerful tool in supporting teachers throughout their careers. An original aspect of this paper is the analysis of exemplary cross-cultural mentoring intentional training, ongoing support and solicitation of feedback. Findings are based on samples from data collected over several years and are analyzed using qualitative tools. The authors discuss implications from two published self-studies of an exemplary mentoring model in which mentors worked with teachers and explore considerations for teacher well-being.

A qualitative–narrative approach was chosen for these studies. The findings were drawn from three sources of data: open-ended questionnaires, end-of-year letters teachers wrote to their principals reporting on changes in their classroom practices and in-depth, semi-structured interviews conducted with teachers, mentors and administrators in each of the schools participating in the program.

The two self-studies, in tandem with the teachers’ surveys and reflections, illustrate how the teachers viewed the connection between the mentoring they received and their own professional growth. Overall, teachers reported a general satisfaction as a result of participating in the mentoring program. Many noted that the program provided a useful framework offering a personalized approach to their professional development. The teachers were directed to frame their own learning agendas by setting their own instructional improvement goals and asking meaningful questions relevant to their particular classroom situations.

Limited sample size and private religious school environment might put limits on implications.

The presented model has universal implications. A personalized mentoring model, with supplementary professional development sessions geared toward topics supporting well-being, can be applied in any educational setting. Schools leaders must find ways to foster teacher satisfaction and keep teachers engaged in their own learning. Offering teachers a personalized approach that supports continued growth while encouraging them to set their own learning agendas can serve as a vital bridge to teacher satisfaction and well-being.

The findings of this paper have implications for school improvement, cross-cultural mentoring, mentor training and teacher well-being.

Original aspects of this paper include: the self-study of exemplary mentoring program, application of mentoring in cross-cultural environments, teacher well-being in private schools and mentoring of teachers in Orthodox Jewish schools.

Newly qualified teachers (NQTs) seek advice from more experienced colleagues and are considered as learning through participation, including observing other teachers and receiving feedback. In many education systems around the world, induction programmes are developed to support these new teachers in needs ranging from pedagogical to the practical. The induction programme in Malta has been in place since 2010 and offers support to NQTs through their mentor, a member of the school management team, and their college principal. The purpose of this paper is to examine the benefits of mentoring as experienced by a group of NQTs and their mentors in select Maltese schools.

Through a grounded theory approach (Glaser and Strauss, 1967; Strauss and Corbin, 1994), the reflections and online conversations with 15 mentors from 10 schools, who were given the role of supporting an NQT in their school for one scholastic year, informed this study. This approach was used because grounded theory seeks to derive its explanations from the data of the phenomenon itself and encourages systematic, detailed analysis of the data. Codes were developed from the transcripts, which were then compared against the research questions, using an inductive approach. Themes emerged, helping the researcher to construct meaning.

The data strongly suggest that a mentoring approach based on reflection and dialogue promoted positive relationships between the mentors and the mentees and led to professional growth. Moreover, the school and social environment played a crucial role in the way the participants interacted and defined their challenges. It is thus recognised that the NQT induction programme needs to be adequately understood and acknowledged by schools and the education authorities in order for it to reach its aims of supporting beginning teachers. Physical spaces and opportunities for collaboration can enhance what the mentors are trying to achieve.

This research is the first of its kind in Malta as it explores the perceptions and experiences of mentors who are actively participating in the induction programme for NQTs.

Outlines the particular interest of Leeds Metropolitan University, in mentoring for students and young professionals. Based on a project by LMU, and sponsored by the Department of Employment, seeks to further the debate about how effective mentoring relationships can be established within the context of work‐based learning, paying particular attention to the issue of training mentors.