Benefits of a school-based mentoring support: Analysis of the mentor teacher-related predictors
análise dos preditores relacionados com o professor-tutor
DOI:
https://doi.org/10.24220/2318-0870v28e2023a7209Keywords:
Self-efficacy, Affective commitment, Mentor experience, Relationship quality, MentoringAbstract
The present study aims to analyze the mentor’s variables that predict the benefits of mentoring support
implemented in the school context: the quality of the mentoring relationship, the mentor’s self-efficacy,
the affective commitment, and the mentor experience. Participants were 140 trained teachers from different
parts of the country. They completed an online questionnaire. The multiple linear regression model showed that relationship quality and the mentor’s self-efficacy are statistically significant predictors of the benefits of mentoring perceived by the mentor. No significant results were found for the remaining predictors. Data suggest that schools need to invest in mentor-teachers’ training and practice monitoring to foster relationship quality and mentor’s self-efficacy. Affective commitment and mentor experience are not sufficient for the success of mentoring practices. For this reason, it is urgent to review mentoring organization practices in schools (e.g., selection criteria for mentors).
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