A Mixed-Methods Study on the Impact of Technology-Mediated Mentoring and Peer Scaffolding on Iranian EFL Teachers’ Professional Development

In the rapidly changing educational context, technology offers new opportunies to address challenges in language teacher training. This mixed-methods study investigated the impact of technology-mediated mentoring and peer scaffolding on the professional development of Iranian EFL teachers. Using a mixed-methods design, 200 lower-secondary EFL teachers were purposively sampled and assigned to four groups: three experimental groups (mentoring, scaffolding, and combined mentoring and scaffolding) and one control group. Quantitative data were collected through two adapted questionnaires that assessed teachers’ participation in professional development activities and the extent of their application in classroom practice. Qualitative data were obtained from semi-structured interviews with 20 teachers and reflective journals from all participants. The results of Multivariate Analysis of Variance and Scheffé’s post-hoc tests revealed that the combined mentoring and scaffolding group significantly outperformed others in creativity, reflective practice, and peer collaboration, with large effect sizes for creativity. Qualitative findings underscored the role of personalized mentor feedback and collaborative peer environments in fostering teacher growth, enhancing self-reflection, critical thinking, and teaching efficacy. Teachers emphasized the flexibility of digital platforms as a key facilitator of professional development, though they noted occasional connectivity issues. These findings support the effectiveness of technology-mediated interventions for enhancing teacher learning in resource-constrained contexts. Implications include adopting blended, context-sensitive strategies that integrate mentoring and scaffolding, promoting sustainable teacher growth and pedagogical innovation.