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Mentoring Beginning Teachers: aqualitative analysis of process andoutcomesRoy Ballantyne a , Brian Hansford a & Jan Packer aa Queensland University of Technology , Red Hill, AustraliaPublished online: 06 Jul 2006.

To cite this article: Roy Ballantyne , Brian Hansford & Jan Packer (1995) Mentoring BeginningTeachers: a qualitative analysis of process and outcomes, Educational Review, 47:3, 297-307,DOI: 10.1080/0013191950470306

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Educational Review, Vol. 47, No. 3, 1995 297

Mentoring Beginning Teachers: aqualitative analysis of process andoutcomes

ROY BALLANTYNE, BRIAN HANSFORD & JAN PACKER, QueenslandUniversity of Technology, Red Hill, Australia

ABSTRACT Sixteen beginning teachers commencing their first year of teaching inQueensland Catholic schools, together with nine experienced teachers appointed astheir mentors, provided detailed written reflections on their experiences during thebeginners' first year of teaching. Using their responses as data, the nature and valueof the buddy mentoring relationship are analysed in relation to the needs, concernsand professional development of beginning teachers as they progress through theyear. Patterns and themes emerging from the data are described qualitatively andillustrated by direct quotations from participants' responses. Conclusions are drawnregarding the roles and functions of mentors which are most helpful at variousstages, the benefits and limitations of buddy mentoring in relation to these functionsand issues involved in the development of the mentoring relationship over the courseof the first teaching year.

Introduction

International interest in the concept of mentoring has expanded rapidly in recentyears in fields such as education, management and psychology (Gray & Gray, 1986;Jacobi, 1991). In the field of education a recent American Association of TeacherEducators' survey of teacher educators, school teachers and university and schooladministrators identified the introduction of mentoring as the most critical issueconfronting American teacher educators this decade (Buttery et al, 1990). Teachermentoring programmes have been implemented and discussed extensively in theUSA and the UK in recent years (Bey & Holmes, 1990, 1992; McIntyre et al, 1993)and have emerged as the most common response of school authorities to the needsof beginning teachers (Anderson & Shannon, 1988; Little, 1990; Zimpher &Grossman, 1992).

A survey of beginning teachers in Australia similarly provides strong evidence ofsupport for mentoring programmes, although the nature and prevalence of existingmentoring arrangements is unknown (Batten et al, 1992). Among policy makers inAustralian education increasing interest in mentoring for beginning teachers has beensignalled in the Schools Council report (1990) Australia's Teachers—An Agenda forthe Next Decade and the Queensland Board of Teacher Registration report (1991)

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Welcoming New Teachers, where the introduction of mentoring programmes isidentified as an essential part of the teacher induction process.

The functions of mentors are many and varied, including giving information ofvarious types, providing access to resources, role modelling, counselling, coaching,encouraging reflection, helping with career moves and developing friendship (Alle-man, 1986; Blackwell, 1987; Head et al, 1992; Wildman et al, 1992 & Maynard &Furlong, 1993). It is clear that in order to be most effective the functions adopted bybeginning teacher mentors need to be tailored to the changing needs and concerns ofnew teachers. In this regard, studies on the professional development of beginningteachers have identified stages of learning to teach which vary according to thedominant concerns experienced by teachers, e.g. a focus on their own adequacy andsurvival as a teacher, on teaching performance and the mastery of skills and onstudent learning and individual needs (Fuller, 1969; Fuller & Bown, 1975; Ryan,1986). The relative importance of these different concerns has been found to changesignificantly, even within the course of the beginning teacher's first teaching term(Ballantyne et al, 1995).

A number of studies have described and evaluated the implementation of mentor-ing approaches in education contexts and these have consistently reported strongsupport for the concept of mentoring from both beginning teachers and mentors(Gehrke & Kay, 1984; Parker, 1988; Reiman et al, 1988). It has been noted,however, that research is needed concerning the specific nature of the mentor'scontribution and the character and quality of the practice of mentoring (Feiman-Nemser et al, 1993). The need for such research is particularly pressing inAustralian schools in order to inform the planning of mentoring programmesincreasingly being introduced as a professional development strategy (QueenslandBoard of Teacher Registration, 1991). This is especially so in the light of warningsthat an inadequate or nominal mentoring programme may actually be worse than noprogramme at all in facilitating the professional development of beginning teachers(Head et al, 1992).

This paper reports the results of exploratory research into the process andoutcomes of 'buddy' mentoring among a small sample of beginning teacher/mentorpairs in Queensland Catholic primary schools. While mentoring relationships ingovernment schools in Queensland are dependent on the initiative of the teachersthemselves, within the Catholic school system the process has been formalised to theextent that principals undertake to ensure that beginning teachers have access to suchassistance. Thus the mentoring experiences of participants in Catholic schools willprovide a valuable foundation for the extension and implementation of such pro-grammes within a wider context. The study uses qualitative research methods inorder to describe and evaluate the roles and functions undertaken by mentor teachersin relation to the changing concerns, needs and expectations of beginning teachers,issues involved in the development of the mentoring relationship over the course ofthe first teaching year and the benefits and limitations of 'buddy' mentoringprogrammes in addressing beginning teacher needs.

Participants and Procedure

Sixteen teachers commencing their first teaching assignment in Catholic primaryschools in southeast Queensland participated in the study. Twelve of these had access

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Mentoring Beginning Teachers 299

TABLE I. Numbers of beginning and mentor teachers returning journal

Period

Beginner teachersMentor teachers

4th week1 entry

148

End of 1st term2 entries

137

2nd term 3rd term3 entries 3 entries

14 108 6

entries in each period

4th term1 entry

41

End of year1 entry

72

to an experienced teacher in the same grade who had been assigned by the school toassume a 'buddy' mentoring relationship with them. The other four beginningteachers developed 'buddy' relationships informally within the first week of the term.Nine of the 'buddy' mentors also participated in the study.

Beginning teacher and mentor participants were asked to complete a four pagestructured journal entry at 3- to 4-weekly intervals throughout the school year. Atotal of 12 dates (three per school term) were set for participants to record theirentries, however, in response to feedback regarding the difficulty of maintaining thisschedule, only two entries were requested in the fourth term; one mid-term and afinal general reflection over their first year of teaching at the end of the year. Blankpre-dated journal entry forms containing five general questions for reflection weresent to participants by mail on the set dates in order to prompt completion.Participants were asked to use these forms to record their thoughts, feelings andreflections and to return the completed forms using a reply-paid envelope. In eachjournal entry beginning teachers were asked to report on the needs, concerns andprofessional development they had experienced during the preceding 3 or 4 weeks,the professional assistance they had received from various sources and the nature andvalue of the 'buddy' mentoring relationship. Mentors were asked to describe andreflect on their concerns and feelings about working with a beginning teacher, thetypes of assistance they had been able to offer and its perceived effectiveness.

For the first half of the teaching year the average response rate among participatingbeginning teachers was 73%. Eleven beginning teachers continued to participate afterthis time, maintaining an average response rate of 62% for the second half of theyear. Initially nine mentors participated in the study, with an average response rateof 63% for the first half of the year. Six mentors' continued to participate in thesecond half of the year, with an average response rate of 50%. Although the amountof data available, especially from mentor teachers, decreased towards the end of theyear, it was clear from the responses that were received that the most significantchanges in the development of the mentoring relationship and the professionalpractice of beginning teachers occurred during the first half of the year.

For the purpose of analysis the 11 response dates were divided into six periodswhich reflect significant stages in the beginning teachers' first year. The numbers ofbeginning teachers and mentors who responded in each period are reported in TableI. Responses were analysed using qualitative, inductive methods which allowpatterns, themes and categories of analysis to emerge from the data (Patton, 1990).Patterns identified in this way were verified by returning to the data using an iterativeprocess of hypothesis generation and verification. Common themes emerging overthe six periods were identified and these provide the structure for reporting anddiscussion of results. These themes, reported below, are based on the converging

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300 R. Ballantyne et al.

responses of a number of participants, thus minimising the effects of personality andother individual differences.

Results

Beginning teacher and mentor journal responses reveal four major mentoring func-tions which beginning teachers report they require and which buddy mentors are ableto provide with varying degrees of success. These are: (i) personal support; (ii)task-related assistance and advice; (iii) problem-related assistance and advice; (iv)critical reflection and feedback on practice. These functions are explored in detailbelow and relate to both the expressed needs of beginning teachers as they changeand develop over the course of the year and the observed benefits and limitationswhich 'buddy' mentors bring to their role. Descriptions and interpretations areillustrated by direct quotations from respondents. For the sake of confidentiality,where names appear in quoted excerpts they have been replaced by MT (mentorteacher) or BT (beginning teacher).

Personal Support

The personal and emotional support that a friendly, open and approachable mentorcan provide is seen as one of the most important functions of mentoring in thebeginning teachers' first term of teaching. Beginning teachers value the opportunityto have someone to talk to and need to feel comfortable in asking for advice andassistance:

I feel very comfortable around her and know that she is there to help whereshe can.

The reassurance and support offered by buddy mentors is particularly importanttowards the end of the first term, as beginning teachers commonly report experienc-ing an increase in stress, difficulty managing multiple commitments within a busyschedule and 'overwhelming tiredness' after their seventh week of teaching. Beingin a peer relationship with the beginning teacher, buddy mentors are able to offerempathy and reassurance based on shared difficulties, as well as the benefits ofgreater experience.

It's good to have buddy teachers who experience the same difficulties asmyself. It's reassuring to know it's not a 'problem' I have but rather afamiliar scene in the classroom that even experienced teachers finddifficulty with at times.

Task-related Assistance and Advice

In the early weeks of teaching beginning teachers value the advice, ideas andresources that buddy mentors are able to provide, together with information andpractical help regarding school routines, covering the required content, assessing andreporting student progress and managing multiple demands. Buddy mentors whoteach the same year level as their colleague are in an excellent position to shareresources, plan cooperatively and model effective teaching behaviours.

While direct assistance from mentor teachers is greatly appreciated by most

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Mentoring Beginning Teachers 301

beginners, some commented that their mentors were, in some ways, 'over-helpful'and did too much, rather than allowing them to develop their own skills.

... at times I felt a little bit organised . . . . I really did like the ideas, butwas left wondering at times about other ways we could plan . . . . I didsuggest some small changes which were done. I suppose it was because theother teacher knows and does the job so well. She chose to do many jobsherself.

Beginners find this particularly frustrating, as they are eager to try out their skills andideas on their 'own' class. Both mentors and beginning teachers report that by theend of the first term beginning teachers need to have attained a measure ofindependence in their professional development. Thus it is necessary for mentors tooffer task-related assistance and advice without imposition and to 'step back' inorder to allow the beginning teacher freedom to try out their own ideas.

Lately I have felt that I have had more ownership with my program—I feelas though MT's assistance has been less imposing and that she has beensupportive of my ideas and methods. I know why she has been so'forceful' and 'this is how you do it'-ish and am grateful, but now I thinkis the time for me to 'go it alone' a little more.

When BT first started teaching... we probably 'spoonfed' her toomuch . . . . It has been difficult to find a balance between guiding BT andsmothering her . . . . I have endeavoured to pull back and have encouragedBT to initiate more planning, which she has done.

For many beginners the second term of teaching marks a change in their relationshipswith their mentor teachers as they seek to establish their independence whileretaining a warm friendship. They are thus able to relate on a more equal basis.

I feel now we are starting to work as equals . . . . I feel that as I know whatI'm doing, more and more, I can take the initiative and do things withoutlooking to her for a description of what needs to be done.

I don't feel as though she's my 'superior'. She's a great person and nowI am able to say 'Yes' or 'No' to her ideas and feel comfortable with thatknowing that my alternative is just as good.

Overall, participants' comments indicate the need for mentors themselves to receivetraining in the process of mentoring, particularly with regard to how much assistanceshould be provided to beginners and for how long. In the present study mentorsreceived no such training.

Problem-related Assistance and Advice

Beginning teachers appreciate having someone with whom they can discuss prob-lems and explore possible solutions. Within the first 4 weeks, assistance in dealingwith classroom behaviour problems had been sought by some and was reported asa need by others. By the end of the first term, behaviour problems and individualstudent learning needs had become the major source of concern for beginningteachers. It is interesting to note, however, that sources of assistance other than thebuddy mentor are commonly sought to deal with these.

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302 R. Ballantyne et al.

A guidance officer from the Catholic Education Office has spoken to meon many occasions related to the children with behavioural problems—how to implement a programme to help them. This has been invaluable.

Mentor teachers recognise that they are not able to meet all of the needs of theircolleagues in this regard and that administration staff and remedial resource advisersare sometimes in a better position to provide assistance. Some feel frustrated by theirinability to help in this area.

I have been feeling sorry for BT. She is having a difficult time with severalchildren . . . . I don't feel that my assistance is particularly effective. I thinkthe concrete assistance of planning and supplying resources is moreeffective.... She really needs assistance from admin and remedialresource advisers. I do wish I could be of more help!!!

By the end of first term many beginners feel positively about their own attempts todeal with the behaviour problems and individual learning needs they have encoun-tered.

I feel that I am handling this situation better as each week passes. Theproblem is not diminishing any, but I am handling it better.

Critical Reflection and Feedback on Practice

During the second term of teaching a number of factors combine to suggest that formany beginners this would be an opportune time for the introduction of criticalreflection and feedback on their professional practice. As noted above, at this stagein their development most beginners report growing confidence in task- and problem-related areas. Respondents' statements during this period also indicate two significantchanges in their approach to teaching: first, a naturally occurring shift in focus, fromtheir own teaching to student learning; second, a move away from previouslypreferred teaching styles in response to classroom pressures. Some beginningteachers encounter difficulties in negotiating these transitions and would benefitsignificantly from guided reflection and formal feedback from mentors at thisimportant stage.

For example, some beginners reported that the methods they had hoped to adoptas teachers did not appear to be appropriate to the behavioural/learning needs of theirclass and that they had become more teacher-centred, less creative and had alteredtheir expectations of what could be achieved in the class. Others commented onbarriers within the school programme or pressures of time management and curricu-lum coverage which made it difficult for them to implement their preferred teachingstyle. In response to these circumstances, beginning teachers find it necessary insome cases to adopt strategies which they had formerly rejected. While some reportthis as a positive learning experience, others feel 'guilty' about it and report the shiftas a source of concern.

The factors influencing the way I have taught have been closely relatedwith the work I've had to cover in that given time. Thus if the quickest wayis teacher directed—I'll use it—it just comes down to practicalities most ofthe time ... what I have learned and understood and agreed with at uni with

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Mentoring Beginning Teachers 303

regards to methodology is not being implemented—i.e. as far as I cansee . . . . I have found myself doing and saying things I swore I wouldn't.

There is little evidence that buddy mentors are aware of or able to respondeffectively to the need for beginning teachers to reflect on these changes and makeinformed decisions regarding the teaching styles they adopt in response. Indeed, anumber of factors seem to militate against the involvement of buddy mentors in thisway. Formal discussions in which beginning teachers are encouraged to reflect ontheir experiences and make decisions regarding their practice need to be planned andtime set aside for this purpose. By the second term of teaching some buddy mentorsare too busy for regular meetings with their companion teacher and are unable tocommit this time unless granted release time from their own class. In some casesbeginning teachers suggest that their mentors are out of touch with or antagonistictowards the progressive techniques they had learned during their pre-service edu-cation. Where this is the case, buddy mentors will not be well equipped to eitherguide the beginner's professional development through reflection and feedback or toact as an appropriate role model. The danger exists that such mentors contribute tothe professional socialisation of beginners into the use of traditional techniques,rather than assisting the carry-over of progressive techniques into the classroom.

I have felt professionally frustrated over the last few weeks—as planningtime consists of her telling me what they did last year, and how we'll doit again now! I had enjoyed the integrated work of the previous term, butshe had found the children had too much control—so now we're back to'chalk and talk'.

Additionally, buddy mentors may be reluctant to adopt a 'critical' role with theircolleague, because of the perceived risk to their working relationship.

I ... feel her attitude is sometimes not professional enough. I find itdifficult to tell her so without offending her. Maybe someone (apart fromme) could discuss her attitude.

For these reasons, beginning teachers find sources of assistance other than theirbuddy mentors more helpful in dealing with issues of teaching style and professionalpractice. One beginning teacher sought contact with other teachers in the school withwhom a philosophical affinity had been realised. Another beginner commented on afortuitous contact with a former lecturer which proved to be helpful in adjusting herexpectations of herself. Although this avenue of assistance is not generally available,formal contact with university staff at the end of their first teaching term maypotentially be of great value to beginning teachers. Only rarely do beginning teachersreport that their buddy mentor had been able to observe their teaching and givefeedback or spend time in discussing and encouraging reflection on their professionalgoals and developing practice, although some reported that they would haveappreciated such assistance.

Conclusions and Recommendations

The following observations are based on the data gathered in the present study and,in view of the relatively limited sample size and context, need to be interpreted

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304 R. Ballantyne et al.

as tentative conclusions. Further research in a range of school environments isnecessary in order to test their generalisability.

Meeting the Needs of Beginning Teachers

Mentors in this study adopted a number of roles and functions in responding tobeginning teachers' changing needs. Four major functions were identified in the data:personal support; task-related assistance and advice; problem-related assistance andadvice; critical reflection and feedback on practice. These functions include the eightways of providing mentoring assistance identified by Wildman et al. (1992). In thepresent study participants' responses indicate that during the very stressful firstweeks of teaching, beginning teachers need emotional support from a mentor orcolleague who is open, accepting and friendly. Immediate help with lesson planning,resources and getting to know the school is also greatly appreciated. After a fewweeks, help is needed with specific concerns, such as the management of studentswith learning or behaviour problems. At this time beginning teachers benefit fromdirect assistance, advice or role modelling, provided that such assistance is offeredwithout imposition. By the second term of teaching many beginners need problem-related assistance from sources other than their buddy mentor, e.g. specialist resourceteachers, the school principal and inservice seminars. At this stage a more reflective,critical approach would enable them to address the need to develop and refine theirown teaching style, realistically adjust their expectations and successfully negotiatethe transition from student to teacher.

The Development of the Mentoring Relationship

Participants' responses confirm the contention that a healthy mentoring relationshipinvolves a progression from relative dependence of the beginner at the start of therelationship to autonomy and self-reliance as the beginner grows into a colleague anda peer (Gray & Gray, 1985; Head et al, 1992). Thus the involvement of the mentorteacher is most intense during the first term of teaching. An open, supportiverelationship needs to be developed and practical assistance given. However, a carefulbalance needs to be achieved between guidance and autonomy, and the beginningteacher should have attained a significant degree of independence by the end of thefirst term. After this time the relationship continues on a more equal basis, with boththe mentor and beginning teacher benefiting from the exchange of ideas. In somecases mentors may now move into the role of 'critical friend', assisting the beginnerto reflect on discrepancies between their preferred teaching styles and actual practice.However, some mentors are not able to support this level of interaction withoutfeeling they are placing at risk their daily working relationship with their colleague.

The Benefits and Limitations of Buddy Mentoring

Results of this study confirm that buddy mentors are in a unique position to be ableto offer valuable support, practical assistance and the benefits of experience tobeginning teachers, especially when they teach the same grades and their classroomsare in close proximity (Wildman et al., 1992). Particularly in the early stages ofbeginning to teach, most beginning teachers find that their need for personal supportand assistance with teaching tasks are effectively addressed by their buddy mentor

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Mentoring Beginning Teachers 305

or companion teachers. However, there are also significant limitations to the role thata buddy mentor can effectively adopt. They may be out of touch with or antagonistictowards progressive teaching techniques. They may not have the specific expertise orthe time to be able to effectively assist with individual learning and behaviourproblems faced by beginning teachers. There is also no guarantee that they are goodrole models themselves. Having developed a warm, supportive relationship with theircolleague, they may not be willing to administer criticism where needed.

One particular need identified in this study which buddy mentors do not appear tobe aware of or able to address is the development of the beginning teacher's style ofteaching. Before commencing teaching, beginners look forward to teaching their ownclass and implementing teaching styles and strategies that they had developed duringtheir three years of pre-service education. However, they quickly discover thatfactors beyond their control have a major influence over the way they teach, e.g. thebehaviour of the children, the expectations of companion teachers and the demandsof covering a certain amount of content in a limited time. Some respond to thesepressures by adopting teaching styles which they had formerly disapproved of,leaving them feeling guilty and frustrated. In order to assist beginning teachers in thisdilemma, mentors need up-to-date knowledge of the teaching styles and strategiesencouraged in pre-service education, as well as competence and experiencein implementing these strategies. Buddy mentors do not necessarily possess thisknowledge and experience. In such circumstances buddy mentoring may actuallycontribute to negative outcomes, such as beginning teachers becoming moreauthoritarian, more rigid and less pupil-centred (Head et al., 1992).

Similarly, the need for critical reflection and formal feedback as beginningteachers develop their practice does not appear to be adequately met by buddymentors. Teachers' responses support the contention that the process of becoming ateacher involves a shift in focus, from concerns about their own teaching to concernsabout student learning (Fuller, 1969; Fuller & Bown, 1975). Guided reflection onsuch issues would enable beginning teachers to move beyond routines and rituals,gain a deeper understanding of the learning process and develop their ownjustifications and practical principles of teaching (Maynard & Furlong, 1993). In thisregard, mentors need to do more than just respond to their colleagues' expressedareas of concern or requests for help. They must accept responsibility for facilitatingexperiences and activities which will contribute to the professional growth andcompetence of the beginning teacher (Huling-Austin, 1990; Neal, 1992).

Because of the noted limitations of the buddy mentoring system, it is recom-mended that beginning teachers be provided with formal access not only to buddymentors or companion teachers, but to a range of mentoring resources, includingspecialist or consultant teachers, their school principal or deputy and lecturers fromtheir pre-service institution. Darling (1985) suggests that by tapping this network ofsecondary or minor mentors in order to fill empty spaces, the functions of mentoringcan be optimised. Buddy mentors can facilitate this process by taking an active rolein referring their colleagues to other people for specialised help (Head et al, 1992).One positive input experienced by a number of respondents in this study was aseminar for first year teachers offered by the Catholic Education Office. Participatingteachers reported this as being a helpful opportunity and confirmed the value ofsharing experiences with other graduates (Head et al., 1992). The inclusion in thesesessions of some professional input regarding adaptation of teaching styles inresponse to classroom pressures may prove of great benefit in facilitating the

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306 R. Ballantyne et al.

carry-over of progressive techniques learnt during pre-service education into theclassroom.

Finally, buddy mentors should be adequately supported in their task through theprovision of training and release time. Mentors need to develop a repertoire of skills,including the ability to assist beginners to reflect upon the issues they are facing(Head et ah, 1992). Becoming aware of the need to balance guidance with autonomy,personal support with critical reflection and practice with theory would constitute asignificant first step in equipping mentor teachers for their important task. Byconfronting these issues, the professional development needs of beginning teacherscan be addressed more effectively and the benefits of pre-service educationtransferred into the classroom.

Correspondence: Roy Ballantyne, School of Social, Business and EnvironmentalEducation, Queensland University of Technology, Locked Bag No. 2, Red Hill,Queensland 4059, Australia.

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