7 February 2014 Mentoring: key factor for teacher development in Iranian EFL setting Khalil Motallebzadeh Islamic Azad University (IAU), Iran 45th Annual.

April 10, 2023

Mentoring: key factor for teacher development in

Iranian EFL setting

Khalil MotallebzadehIslamic Azad University (IAU), Iran

45th Annual International IATEFL Conference and Exhibition

15th -19th April 2011, Brighton, UK

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Outline My personal story Focus of the study Mentoring and more Study method Results Conclusions

My story as a novice EFL teacher

What about your stories?

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Focus of the Study

Mentoring as a professional development strategy has not been paid much attention in Iranian EFL context.

Research Questions: What are the effects of mentoring/induction

support program on beginning English teachers?

What are the effects of mentoring/induction support on beginning English teachers’ retention in the profession?

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Mentoring & more

Origin of the term Mentor Homer’s epic poem, The Odyssey Original Mentor:

the goddess Athena and man caring and guiding Telemachus helping Telemachus to grow and learn,

throughout the Odyssey a transitional aide to manhood

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What is mentoring?

Mentoring is a process in which a more skilled or more experienced person, the mentor, nurtures someone less skilled or experienced, the mentee, (Johnson, 2002).

Mentoring is a relational experience in which one person empowers another by sharing resources (Stanley & Clinton, 1992).

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Most first-year teachers often lose their enthusiasm, ambition, and idealism and start getting lost in the flurry of a challenging beginning . Providing some kind of support to novice teachers seems essential to retain them within the profession and to develop them as potential professionals (Saban, 2002).

Why Mentoring?

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Some benefits of mentoring:

Providing opportunities to learn and grow (Forbes, 2004)

Providing opportunities for personal and professional development (Miller, 2002)

enhancing self-confidence and job satisfaction (Douglas, 2007)

development of a support system resulting in increased levels of genuine, and freely given, trust and respect (AFSPC, 2000)

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Types of Mentoring ClassicMentoring

Developmental Mentoring

‘Receive’ assistance/ sponsorship

Partnership based on trust,ongoing support, common purpose, & mutual learning

ClassicMentoring

‘Receive’ assistance/ sponsorship

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Successful Mentoring?

While induction has shown to increase teacher retention, effective induction support and development programs as mentoring are rare, (Levine, 2006).

In case mentoring practices are properly implemented, mentees’ feelings of satisfaction, trust, appreciation and acceptance in the mentoring programs will increase (Ismail et al., 2010).

Qualified Mentor!

A qualified mentor is generally a person who possesses certain qualities or is in a position of authority, and who kindly watches over a younger individual so that he may benefit from the mentor’s support and advice (St-Jean & Mathieu, 2011).

Successful Mentor characteristics

Jonson (2002): Good listener Knowledgeable People oriented Good motivator Patient Nonjudgmental Empathetic Sensitive to mentee’s needs Effective & successful teacher (role model)

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Method Participants

EFL teachersN=10 Iranian first year English teachersCompleted a 4-year program in TEFLAged 22-25

Exp. G. (Mentees)N=5 (F=4, M=1)

Cont. G. (Non-mentees) N=5 (F=3, M=2)

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Method Participants

Mentors N=5 (F 2, M 3) 13-20 years of experience in TEFL Aged 40-53

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Method Instruments

Classroom Observation Form (COF) Instructional method, lesson planning, use of language tasks,

classroom management, types of interaction, assessing learners’ progress, use of props and audio-visual materials, self-confidence and emotional stability

Three times per sem. Adapted from Barrett (2003)

Interviews Before and after sessions (once a week) (5-15 mins) Final interviews (30 mins)

Adapted from Johnson & Birkeland (2003) Self-report Survey

significance of induction program

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Method cont.

PlaceHafez Language School, Mashhad-Iran

LengthTwo consecutive semesters

1st sem. (September 2009 – December 2009) 2nd sem. (January 2010 – March 2010)

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Method cont. Procedure

Assigning a school mentor for each menteeMentees received induction support from

Mentors (personal meetings and classroom observations)

In-service program (1 workshop & 2 supervisor-directed meeting)

Non-mentees received induction support from initial training (one-week orientation & TTC

program) In-service program (as above)

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Result

Quantitative Analysis Employing independent t-tests (COF):

No significant differences between 2 groups at the beginning and during the 1st sem.

Mentees group significantly outperformed non-mentees group at the end and during 2nd sem. on lesson planning, use of language tasks, types of interaction, use of props and audio-visual materials, self-confidence and emotional stability

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Results

Quantitative AnalysisEmploying independent t-tests (self-report

Survey): Mentees group significantly scored higher than

non-mentees group on Feeling more confident as effective teacher 83% Agreeing on more reflective role in classroom 78% Feeling more confident to plan effectively

77%

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Results Qualitative Analysis

Interviews Mentees

feeling more confident being more reflective giving more feedback to learners being more supportive to learners developing more job satisfaction being more systematic in decision making feeling more comfortable in classroom management Developing a more positive atmosphere in classroom

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Results

Qualitative Analysis Interviews

Non-mentees developing a clear picture of instructional methodology learning to make better tests becoming more familiar with the school standards developing workable lesson plans feeling more comfortable in classroom

management

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Views on Mentors:

Opportunities & Challenges

Negative Focusing on a different

approach compared to induction program

Offering a lot of advice Little acknowledgement of

my personal strength Unrealistic expectations Often judgmental Very formal Too much reflection

Positive Trustworthy Collaborative Empathetic Role model Good listener Approachable Understanding

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Conclusions

Induction program (both in-service training and mentoring) foster development of teacher expertise.

A mixed approach seems more effective than single induction program.

Mentees should be given opportunity to choose their own mentors.

Mentors also need ongoing mentor development programs. Mentees need orientation on how a mentor can develop their

profession. Integrative (formal & informal) mentoring approach may enhance

a more positive atmosphere. Dynamic mentoring can make the process more interactive and

mutually encouraging.

Final Words!

“Coming together is a beginning,keeping together is progress,

but working together is a success.”

Anonymous

April 10, 2023

Thank You !

[email protected]