1. Mentoring: key factor for teacher development in Iranian EFL setting
45th Annual International IATEFL Conference and Exhibition
15th -19th April 2011, Brighton, UK
Khalil Motallebzadeh
Islamic Azad University (IAU), Iran
27 March 2017

2. Outline My personal story Focus of the study Mentoring and more
Study method
Results
Conclusions
27 March 2017

3. My story as a novice EFL teacher

4. What about your stories?

5. Focus of the Study
Mentoring as a professional development strategy has not been paid much attention in Iranian EFL context.
Research Questions:
What are the effects of mentoring/induction support program on beginning English teachers?
What are the effects of mentoring/induction support on beginning English teachers’ retention in the profession?
27 March 2017

6. Mentoring & more Origin of the term Mentor
Homer’s epic poem, The Odyssey
Original Mentor:
the goddess Athena and man
caring and guiding Telemachus
helping Telemachus to grow and learn, throughout the Odyssey
a transitional aide to manhood
The term mentoring can be traced back to Homer’s epic poem, The Odyssey. The original Mentor, a combination of the goddess Athena and man, was entrusted with care and guidance of Odysseus’ son, Telemachus. Odysseus went off to fight the Trojan War and left Telemachus in the care of the guardian.
In this great tale, Mentor’s complex role was twofold: to care for Telemachus while guiding the young man to adulthood; and to help Odysseus fulfill his life’s quest by preparing Telemachus to stand by his father in their fight to regain control of their home in Ithaca. Throughout The Odyssey, Mentor helps Telemachus to grow and learn.
27 March 2017

7. What is mentoring?
Mentoring is a process in which a more skilled or more experienced person, the mentor, nurtures someone less skilled or experienced, the mentee, (Johnson, 2002).
Mentoring is a relational experience in which one person empowers another by sharing resources (Stanley & Clinton, 1992).
27 March 2017

8. Why Mentoring?
Most first-year teachers often lose their enthusiasm, ambition, and idealism and start getting lost in the flurry of a challenging beginning . Providing some kind of support to novice teachers seems essential to retain them within the profession and to develop them as potential professionals (Saban, 2002).
27 March 2017

9. Some benefits of mentoring:
Providing opportunities to learn and grow (Forbes, 2004)
Providing opportunities for personal and professional development (Miller, 2002)
enhancing self-confidence and job satisfaction (Douglas, 2007)
development of a support system resulting in increased levels of genuine, and freely given, trust and respect (AFSPC, 2000)
27 March 2017

10. Types of Mentoring Classic Mentoring Classic Mentoring
Developmental Mentoring
Classical – you ‘receive’ assistance from a mentor who is a type of ‘personal trainer’. Sometimes on a specific issue e.g. Research, to support a programme.
Developmental Mentoring is more two way – a partnership between two people built upon trust. The mentor offers ongoing support to the mentee, addressing issues and blockages identified by the mentee, the menteor offers guidance and support in the form of objective assistance. Both share a common purpose of developing a strong two-way learning relationship.
‘Receive’ assistance/ sponsorship
‘Receive’ assistance/ sponsorship
Partnership based on trust,
ongoing support, common purpose, & mutual learning
27 March 2017

11. Successful Mentoring?
While induction has shown to increase teacher retention, effective induction support and development programs as mentoring are rare, (Levine, 2006).
In case mentoring practices are properly implemented, mentees’ feelings of satisfaction, trust, appreciation and acceptance in the mentoring programs will increase (Ismail et al., 2010).
27 March 2017

12. Qualified Mentor!
A qualified mentor is generally a person who possesses certain qualities or is in a position of authority, and who kindly watches over a younger individual so that he may benefit from the mentor’s support and advice (St-Jean & Mathieu, 2011).

13. Successful Mentor characteristics
Jonson (2002):
Good listener
Knowledgeable
People oriented
Good motivator
Patient
Nonjudgmental
Empathetic
Sensitive to mentee’s needs
Effective & successful teacher (role model)

14. Method Participants EFL teachers N=10
Iranian first year English teachers
Completed a 4-year program in TEFL
Aged 22-25
Exp. G. (Mentees)
N=5 (F=4, M=1)
Cont. G. (Non-mentees)
N=5 (F=3, M=2)
27 March 2017

15. Method Participants Mentors N=5 (F 2, M 3)
13-20 years of experience in TEFL
Aged 40-53
27 March 2017

16. Method Instruments Classroom Observation Form (COF)
Instructional method, lesson planning, use of language tasks, classroom management, types of interaction, assessing learners’ progress, use of props and audio-visual materials, self-confidence and emotional stability
Three times per sem.
Adapted from Barrett (2003)
Interviews
Before and after sessions (once a week) (5-15 mins)
Final interviews (30 mins)
Adapted from Johnson & Birkeland (2003)
Self-report Survey
significance of induction program
27 March 2017

17. Method cont. Place Length Hafez Language School, Mashhad-Iran
Two consecutive semesters
1st sem. (September 2009 – December 2009)
2nd sem. (January 2010 – March 2010)
27 March 2017

18. Method cont. Procedure Assigning a school mentor for each mentee
Mentees received induction support from
Mentors (personal meetings and classroom observations)
In-service program (1 workshop & 2 supervisor-directed meeting)
Non-mentees received induction support from
initial training (one-week orientation & TTC program)
In-service program (as above)
27 March 2017

19. Result Quantitative Analysis Employing independent t-tests (COF):
No significant differences between 2 groups at the beginning and during the 1st sem.
Mentees group significantly outperformed non-mentees group at the end and during 2nd sem. on lesson planning, use of language tasks, types of interaction, use of props and audio-visual materials, self-confidence and emotional stability
27 March 2017

20. Results Quantitative Analysis
Employing independent t-tests (self-report Survey):
Mentees group significantly scored higher than non-mentees group on
Feeling more confident as effective teacher 83%
Agreeing on more reflective role in classroom 78%
Feeling more confident to plan effectively 77%
27 March 2017

21. Results Qualitative Analysis Interviews Mentees feeling more confident
being more reflective
giving more feedback to learners
being more supportive to learners
developing more job satisfaction
being more systematic in decision making
feeling more comfortable in classroom management
Developing a more positive atmosphere in classroom
27 March 2017

22. Results Qualitative Analysis Interviews Non-mentees
developing a clear picture of instructional methodology
learning to make better tests
becoming more familiar with the school standards
developing workable lesson plans
feeling more comfortable in classroom management
27 March 2017

23. Opportunities & Challenges
Views on Mentors:
Opportunities & Challenges
Negative
Focusing on a different approach compared to induction program
Offering a lot of advice
Little acknowledgement of my personal strength
Unrealistic expectations
Often judgmental
Very formal
Too much reflection
Positive
Trustworthy
Collaborative
Empathetic
Role model
Good listener
Approachable
Understanding
27 March 2017

24. Conclusions
Induction program (both in-service training and mentoring) foster development of teacher expertise.
A mixed approach seems more effective than single induction program.
Mentees should be given opportunity to choose their own mentors.
Mentors also need ongoing mentor development programs.
Mentees need orientation on how a mentor can develop their profession.
Integrative (formal & informal) mentoring approach may enhance a more positive atmosphere.
Dynamic mentoring can make the process more interactive and mutually encouraging.
27 March 2017

25. Final Words! “Coming together is a beginning,
keeping together is progress,
but working together is a success.”
Anonymous

26. Thank You !
27 March 2017