Shaping the path: teacher mentors’ self-perception of their role in first-year teacher development

This study examines teacher mentors’ self-perception of their role in supporting novice teachers during their first year of teaching. Using mixed methods, we analysed data from 43 mentor teachers in Israel to understand how mentors perceive and influence novice teacher development across multiple environmental systems. Thematic analysis revealed five interconnected themes: purpose of mentor training, essential mentor characteristics, motivations, factors supporting optimal performance, and perceived contributions. Our findings show that mentors primarily view their role through providing practical support and contributing to professional development, while emphasising both professional and personal characteristics as crucial for effective mentoring. Value-driven motivation emerged as the predominant factor for becoming a mentor, followed by administrative decisions. Mentors identified professional development and structural support as key factors for optimal performance. Their perceived contributions spanned emotional, organisational, social, and pedagogical domains. The study makes three significant contributions: it provides empirical evidence for viewing mentoring through an ecological systems lens, identifies mentor availability as a critical factor in successful mentoring relationships, and demonstrates the need for comprehensive training programmes. These findings have important implications for improving teacher retention and development programmes globally, particularly in diverse educational contexts where mentoring plays a crucial role in supporting novice teachers’ success.