Mentoring preparation for New Zealand secondary school teachers: insights from an effective programme

Purpose This qualitative study explores how participation in a mentor training programme influenced the mentoring practice of New Zealand secondary school teachers/leaders, with the purpose of identifying characteristics of effective mentor preparation programmes. Design/methodology/approach Teachers/leaders who participated in a micro-credential course over a three-year time frame were invited to complete a survey and participate in interviews exploring how their participation influenced their mentoring practice and the beneficial aspects of the training. Findings Participants were overwhelmingly positive about the influence of participation on their mentoring practice and were able to articulate changes they had made. They were also able to identify which aspects of the programme were most beneficial, leading to insights into key aspects of effective training programmes. Practical implications Implications for mentor preparation include considering how to design and structure programmes to ensure they are relevant to participants’ contexts and to maximise both collaboration and the available resources. The benefits of blended programmes are also identified. Originality/value This article highlights key aspects of effective training programmes for mentors working in educational contexts. In particular, it highlights the value of including potential participants in the design process to ensure content relevance, developing resources specific to the context including those showing different cultural perspectives and emphasising critical reflection through both discussions and written tasks.