An investigation into how mentoring can be adapted as a whole school initiative

Abstract

This dissertation examines the mentoring programme in an Irish Post-Primary school. The purpose of this study is to investigate the meaning of mentoring within the school context, its tendency to focus on newly qualified teachers (NQTs) and to consider if it can be of benefit to all teachers, particularly teachers returning to work after a period of absence or a newly appointed teacher. The research used a Reflective Thematic Approach (RTA) gathering data from both qualitative and quantitative sources, to gain a better insight on how teachers who are returning to work after a period of absence can benefit from a mentor. The research data was collected through questionnaires and a focus group from four participants, two experienced teachers as mentors, one teacher returning to work after a period of absence as a mentee and one newly appointed teacher as the second mentee. The research findings indicate how mentoring can be used for a variety of teachers in the school. The participants recorded a huge positive impact from this process, on their own personal and professional growth. It showed collaboration and communication is vital to be able to work together as a team, having the support network readily available to regain confidence in their own professional growth. The key themes that emerged through the findings from this study are explored. The participants engagement overall, were influenced by their willingness to co-operate with each another, work together as a team and support each other through various different scenarios. The fact that each participant already had teaching experience enabled for more of a collaborative relationship and gave them the motivation to support one another a bit further. Ultimately, the findings of this research discuss the need to create a support network for teachers who are returning to work after a period of absence and those who are newly appointed to the school, through mentoring and how it can widely be adopted and practiced within the field of teacher professional development.