Mentoring experiences in South African public schools: learning from early-career teachers' lived experiences

Purpose This paper examines the mentoring experiences of early-career teachers (ECTs) in selected South African public schools, focusing on the constitution of mentor roles, the processes of mentor allocation and the nature of support within mentoring relationships. Design/methodology/approach Narratives from eight ECTs were generated through letter writing and narrative interviews. Narrative analysis and analysis of narratives were used to interpret their lived experiences, guided by Hobson's ONSIDE mentoring framework. Findings Mentoring was largely informal and reactive, with support triggered by ECTs' difficulties. While experienced teachers and departmental heads provided strong support, mentoring lacked structure, clear goals, documentation and systematic allocation. The use of line managers as mentors, though positively experienced, raises concerns about power dynamics and performativity. Research limitations/implications The findings are based on the experiences of eight ECTs; further large-scale research is needed to broaden the understanding of mentoring practices across schools. Practical implications The study highlights the need for clear policy frameworks, structured mentor training and allocation and systems for monitoring mentoring practices, enabling schools to provide equitable, accountable and developmentally focused support for ECTs. Originality/value By foregrounding ECTs' voices, this study exposes the mismatch between expected mentoring principles and actual school practices, offering critical insights for designing effective mentoring programmes.