An Investigation of Formal and Informal Mentoring Practices on Novice Elementary and Middle School Band Teachers in California

Despite the existing body of literature on mentoring programs for novice music educators, research on the influence of formal versus informal mentoring on first- and second-year elementary and middle school band teachers remains limited. With the ever-increasing administrative responsibilities and instructional demands, novice educators need meaningful, subject-specific mentoring to support their teaching and reduce attrition rates. This study examines the experiences of novice band teachers with formal and informal mentoring practices. Guided by a phenomenological research design, this qualitative study examines how mentoring relationships influence the early careers of novice elementary and middle school band teachers. Data will be collected through surveys and online interviews to capture participants' lived experiences and professional growth. The findings suggest that both formal and informal mentoring significantly contribute to the development of effective teaching practices, with informal mentoring providing more personalized and context-specific guidance. This study underscores the importance of integrating informal mentoring opportunities with formal programs to enhance overall teacher effectiveness, offering practical insights for educators and researchers interested in teacher mentoring practices.