Despite the existence of centralized educational policies in the People’s Republic of China (PRC), the practical implementation and effectiveness of teacher mentoring systems remain uneven, often varying in quality and structure. This study investigates the organizational and pedagogical conditions necessary for the effective professional development of novice teachers within this context. The research design utilized a quantitative survey approach involving 120 respondents from 3 public secondary schools in Suzhou, Jiangsu province, comprising eighty young teachers (aged 22–30) and forty experienced mentors. Data were collected on mentoring forms, interaction frequency, and perceived effectiveness through questionnaires, ranking methods, and pedagogical situation modeling. The findings reveal that while mentoring is highly institutionalized, with 87% of young teachers officially assigned a mentor, significant gaps persist. Specifically, the study identified that effective adaptation relies heavily on systematic administrative support and a positive school microclimate. However, the system is hindered by a lack of specialized training for mentors (reported by only 38% of mentors) and insufficient incentive structures. Based on these results, the study formulates practical recommendations for strengthening mentor training and formalizing support mechanisms. These insights contribute to a deeper understanding of structured mentoring models in high-accountability cultural contexts, offering a framework for improving teacher retention and professional growth.
Jiawei et al. (Wed,) studied this question.