Embedding a culture of mentoring in a school: A case study

Abstract This article presents the findings of a case study investigating the mentoring culture at a school in Aotearoa New Zealand. The study arose from the participation of staff in a professional learning course on effective mentoring practices attended by key school leaders, including the principal. Unlike in most schools, mentoring at this school is provided not just for beginning teachers but for all teachers, prompting an examination of the conditions, structures, benefits, and challenges associated with this approach. Data were gathered through semi-structured interviews, surveys, and document analysis, focusing on participants’ experiences of mentoring. Findings indicate that regular, scheduled mentoring sessions foster mutual trust and support, contributing to both personal and professional growth among staff. Participants highlighted the importance of mentor capabilities such as empathy and emotional intelligence, while also noting challenges associated with mentor selection and the balance of line management responsibilities. The study concludes that a structured mentoring programme can yield significant benefits for teacher well-being and professional development. Recommendations for schools considering similar initiatives include defining clear mentoring purposes, selecting appropriate frameworks, providing training for mentors, and ensuring regular reviews of mentoring effectiveness.