Qualitative longitudinal study reveals shifts in functional and relational capabilities among college mentors in a school program, highlighting mentoring as an evolving developmental process.
This study examines how college student mentors in a structured school-based mentoring programme in India understand and refine effective mentoring qualities over time. Using a qualitative longitudinal design, the study draws on baseline open-ended survey responses from the start of the programme and semi-structured interviews with 17 purposively selected college student mentors at the end of implementation. The data is analysed inductively using the Strauss–Corbin coding approach to examine changes in mentors’ perceptions across programme participation. The analysis identifies shifts in how mentors articulate both functional (e.g. guidance, support) and relational (e.g. empathy, adaptability) aspects of mentoring. Preparedness and accountability emerged as salient qualities through sustained engagement. Findings highlight mentoring as a developmental process in which mentors integrate leadership and relational capabilities. The study offers evidence-based insights for programme design, including mentor training and ongoing support within structured programmes.
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Kumar et al. (2026) studied this question.
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