From novice to nurtured: the influence of school-based mentoring on new teachers’ transition and efficacy

This article examines mentor–mentee relationships among 203 newly qualified teachers (NQTs) and 84 mentors in South African schools. Positioned at the intersection of research and programme evaluation, the study employs an explanatory sequential mixed-methods design, drawing on survey data followed by interviews. Quantitative analyses, including exploratory factor analysis and reliability testing, identified key dimensions of mentoring support that informed the qualitative phase. Framed through the African philosophy of Ubuntu, mentoring is conceptualised as a relational and collective practice. The findings reveal that mentoring supports psychological safety, professional confidence, and resilience, particularly in under-resourced schools. Across data sources, mentoring was associated with stronger professional efficacy and intentions to remain in the profession. By situating mentoring within a high-inequality context in the Global South, the study advances understanding of mentoring as a relational and psychosocial practice rather than a purely technical intervention.