Purpose
The purpose of this paper is to explore the extant literature with regard to the role of mentorship in promoting the well-being of early career teachers.
Design/methodology/approach
This paper was comprised of a review of the current literature. Key terms were used to identify initial sources. The search was narrowed further by using the Boolean operator AND to link key terms.
Findings
Much of the literature exploring mentorship and induction focuses on the formal structures and the targeted learning outcomes of the processes. However, the emotional and personal support afforded new teachers through the development of relationships with mentors is being recognized as contributing high value to the continued retention efforts. Although there are promising practices with regard to induction programs and formal mentorship arrangements in some schools, these practices are very scattered and may not even be equally well established within one school district.
Research limitations/implications
Implementation of models that are focused on personal and professional support of new teachers could provide an avenue of research examining teachers’ perceptions of well-being and resiliency. Longitudinal, pan-provincial and pan-national research is necessary for developing more support for systemic implementation of mentorship models.
Originality/value
While there is research identifying existing programs and induction models, this paper uses the lens of early career teacher well-being to point out promising practices and additional considerations for adopting a holistic approach to mentorship. This mentorship model may result in better personal and professional outcomes for new teachers.
Problematising the Role of Personal and Professional Relationships in Early Career Teacher Resilience
