This paper aims to review the needs and techniques of mentors for mentoring new teachers. By employing the systematic review, the data collection involves specific items of the population studied, intervention used, and outcome measured. 42 articles gathered for this study are in the stream of mentoring covering two major aspects of needs and techniques in mentoring. The results of these 42 research articles related to the needs and techniques of mentors for mentoring new teachers were organized into themes and sub-themes. The data were interpreted to examine the accuracy of the theses and sub-themes compared to the subject matter stated as the research question. As a result, the findings reveal that the needs of mentors involve four major aspects such as (1) building relationships, (2) common grade level, (3) developmental components, and (4) education and training. In addition, techniques that mentors implement for mentoring new teachers consist of five major aspects such as (1) establishing relationships, (2) identifying mentees’ needs, (3) conducting meaningful mentoring, (4) providing meaningful support, and (5) meaningful listening. A mentor facilitates personal and professional growth in an individual by sharing the knowledge and insights that have been learned through the years. The desirable achievement of sharing life experiences is also characterized as mentoring in which the mentor has a knack for making teachers (mentees) think positively about their classroom practices and their teaching profession. The benefits extend to mentees, mentors, and the school community as a whole. and best practices, determine assessment methods and evaluate participants' outcomes.
| Published in | Education Journal (Volume 14, Issue 2) |
| DOI | 10.11648/j.edu.20251402.13 |
| Page(s) | 52-65 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2025. Published by Science Publishing Group |
Mentoring, New Teachers, Mentor
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APA Style
Sak, Y., Ros, P. (2025). Reviewing Needs and Techniques of Mentors for Mentoring New Teachers. Education Journal, 14(2), 52-65. https://doi.org/10.11648/j.edu.20251402.13
ACS Style
Sak, Y.; Ros, P. Reviewing Needs and Techniques of Mentors for Mentoring New Teachers. Educ. J. 2025, 14(2), 52-65. doi: 10.11648/j.edu.20251402.13
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Download@article{10.11648/j.edu.20251402.13,
author = {Yoeurng Sak and Paradise Ros},
title = {Reviewing Needs and Techniques of Mentors for Mentoring New Teachers
},
journal = {Education Journal},
volume = {14},
number = {2},
pages = {52-65},
doi = {10.11648/j.edu.20251402.13},
url = {https://doi.org/10.11648/j.edu.20251402.13},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20251402.13},
abstract = {This paper aims to review the needs and techniques of mentors for mentoring new teachers. By employing the systematic review, the data collection involves specific items of the population studied, intervention used, and outcome measured. 42 articles gathered for this study are in the stream of mentoring covering two major aspects of needs and techniques in mentoring. The results of these 42 research articles related to the needs and techniques of mentors for mentoring new teachers were organized into themes and sub-themes. The data were interpreted to examine the accuracy of the theses and sub-themes compared to the subject matter stated as the research question. As a result, the findings reveal that the needs of mentors involve four major aspects such as (1) building relationships, (2) common grade level, (3) developmental components, and (4) education and training. In addition, techniques that mentors implement for mentoring new teachers consist of five major aspects such as (1) establishing relationships, (2) identifying mentees’ needs, (3) conducting meaningful mentoring, (4) providing meaningful support, and (5) meaningful listening. A mentor facilitates personal and professional growth in an individual by sharing the knowledge and insights that have been learned through the years. The desirable achievement of sharing life experiences is also characterized as mentoring in which the mentor has a knack for making teachers (mentees) think positively about their classroom practices and their teaching profession. The benefits extend to mentees, mentors, and the school community as a whole. and best practices, determine assessment methods and evaluate participants' outcomes.
},
year = {2025}
}
TY - JOUR T1 - Reviewing Needs and Techniques of Mentors for Mentoring New Teachers AU - Yoeurng Sak AU - Paradise Ros Y1 - 2025/03/21 PY - 2025 N1 - https://doi.org/10.11648/j.edu.20251402.13 DO - 10.11648/j.edu.20251402.13 T2 - Education Journal JF - Education Journal JO - Education Journal SP - 52 EP - 65 PB - Science Publishing Group SN - 2327-2619 UR - https://doi.org/10.11648/j.edu.20251402.13 AB - This paper aims to review the needs and techniques of mentors for mentoring new teachers. By employing the systematic review, the data collection involves specific items of the population studied, intervention used, and outcome measured. 42 articles gathered for this study are in the stream of mentoring covering two major aspects of needs and techniques in mentoring. The results of these 42 research articles related to the needs and techniques of mentors for mentoring new teachers were organized into themes and sub-themes. The data were interpreted to examine the accuracy of the theses and sub-themes compared to the subject matter stated as the research question. As a result, the findings reveal that the needs of mentors involve four major aspects such as (1) building relationships, (2) common grade level, (3) developmental components, and (4) education and training. In addition, techniques that mentors implement for mentoring new teachers consist of five major aspects such as (1) establishing relationships, (2) identifying mentees’ needs, (3) conducting meaningful mentoring, (4) providing meaningful support, and (5) meaningful listening. A mentor facilitates personal and professional growth in an individual by sharing the knowledge and insights that have been learned through the years. The desirable achievement of sharing life experiences is also characterized as mentoring in which the mentor has a knack for making teachers (mentees) think positively about their classroom practices and their teaching profession. The benefits extend to mentees, mentors, and the school community as a whole. and best practices, determine assessment methods and evaluate participants' outcomes. VL - 14 IS - 2 ER -
Faculty of Education, Arts, and Humanities, BELTEI International University, Phnom Penh, Cambodia
Faculty of Tourism and Hospitality, Faculty of Education Arts, and Humanities, BELTEI International University, Phnom Penh, Cambodia
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