What does this research mean for the field?

School-based mentoring enhances psychological safety, professional efficacy, resilience, and retention intentions among newly qualified teachers, particularly in high-inequality and under-resourced contexts. Novelty: ClaimNovelty.INCREMENTAL. Consensus alignment: ConsensusAlignment.NEUTRAL.

What question did this study set out to answer?

This research investigates how mentoring influences new teachers' transition and professional efficacy.

June 19, 2026Mentoring & Tutoring Partnership in LearningOpen Access

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

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Authors

VMVeronica McKay PMPinkie Mabunda

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Overview

Randomized trial examines mentoring outcomes for new teachers, indicating its importance in high-inequality contexts.

Key Points

This research investigates how mentoring influences new teachers' transition and professional efficacy.
Examined mentor-mentee relationships among 203 newly qualified teachers and 84 mentors in South Africa.
Employed an explanatory sequential mixed-methods design with surveys and follow-up interviews.
Conducted quantitative analyses including exploratory factor analysis and reliability testing.
Mentoring was correlated with improved psychological safety and professional confidence in under-resourced schools.
Found that mentoring significantly boosts professional efficacy and intentions to remain in teaching.
Identified key dimensions of mentoring support through qualitative interviews.

Cite This Study

McKay et al. (2026) studied this question.

synapsesocial.com/papers/6a34dde465a5b0777af2d777 https://doi.org/10.1080/13611267.2026.2690256

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June 19, 2026Mentoring & Tutoring Partnership in LearningOpen Access

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

View Full Paper

Ask AI

Bookmark

Authors

VMVeronica McKay PMPinkie Mabunda

Discussion

Member takes

Overview

Randomized trial examines mentoring outcomes for new teachers, indicating its importance in high-inequality contexts.

Key Points

This research investigates how mentoring influences new teachers' transition and professional efficacy.
Examined mentor-mentee relationships among 203 newly qualified teachers and 84 mentors in South Africa.
Employed an explanatory sequential mixed-methods design with surveys and follow-up interviews.
Conducted quantitative analyses including exploratory factor analysis and reliability testing.
Mentoring was correlated with improved psychological safety and professional confidence in under-resourced schools.
Found that mentoring significantly boosts professional efficacy and intentions to remain in teaching.
Identified key dimensions of mentoring support through qualitative interviews.

Cite This Study

McKay et al. (2026) studied this question.

synapsesocial.com/papers/6a34dde465a5b0777af2d777 https://doi.org/10.1080/13611267.2026.2690256

View Full Paper

Ask AI

Bookmark