Reviewing Needs and Techniques of Mentors for Mentoring New Teachers

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.