Mentoring in primary schools: Ethos, structures and workloads

Abstract

This research examined the concept of mentoring new entrants to the teaching profession within the context of primary schools. It sought the perceptions of mentors, new entrants and head teachers concerning formal and informal support structures for mentoring, and balanced this with evidence of actual practice in schools. Significant differences were found between the amount and type of mentoring support given to newly qualified teachers, and that given to students in training. Mentoring represents a substantial workload for primary teachers and was judged to be most successful when the ethos of the primary school was such that there were genuine support systems for all staff. If the role of mentor is given status within the school structure then the resultant support for new entrants will be effective. © 1999 Taylor & Francis Group, LLC.