Developing a Teacher Mentoring Program to Strengthen Practice and Wellbeing

Abstract

Teacher retention research indicates that educators are leaving the profession at increasing rates due to stress, burnout, and feelings of isolation. The purpose of this participatory action research study was to examine teacher mentoring as a strategy to reduce these challenges and support retention, particularly through teachers’ roles as co-designers of a structured mentorship training program. The study investigated mentors’ intent, level of involvement, and wellbeing, while also exploring how wellbeing is reflected in mentoring practices. Participants included five mentor architects who engaged in the development and implementation of the program and fifteen teacher mentors who participated in the training and subsequent mentoring. Data were collected through semi-structured interviews and surveys. Analysis of the data revealed five themes related to mentoring practices and teacher development. Findings indicated that participation in the mentorship training program enhanced teacher leadership capacity, increased accountability and intentionality in mentoring, promoted wellbeing-centered practices, supported transformational learning, and strengthened collective leadership within the school. These results suggest that structured mentor training programs may serve as an effective approach to improving teacher retention and fostering a supportive and collaborative school culture.