This qualitative study examines the effectiveness of a teacher mentoring program in a North Texas school district through analysis of open-ended survey responses and longitudinal interviews with mentors and mentees. Grounded in Human Resource Development (HRD) theory and practice, the research identifies key factors contributing to mentoring program effectiveness, including role clarity, time allocation for observation and feedback, and the development of authentic teaching approaches. The longitudinal design reveals how mentoring relationships and perspectives evolve over an academic year, from initial role uncertainty to more integrated understanding. Findings demonstrate generally positive perceptions of the program’s relational components while highlighting opportunities for enhancement in structural elements. The study contributes to the growing body of literature on teacher mentoring as an HRD strategy in educational settings and offers practical recommendations for program improvement. Implications for HRD practice in education are discussed, with particular attention to the bidirectional nature of effective mentoring relationships and the importance of contextual factors in program implementation.
Ramiro Pesina (2025) studied this question.