A comparative analysis of the effects of mentoring among participating countries in 2013 and 2018 Teaching and Learning International Survey (TALIS)

2021 IJRSE – Volume 10 Issue 5

Available Online: 26 January 2021

Author/s:

Alegado, Paul John Edrada
Faculty of Humanities and Social Sciences, Beijing University of Technology, China
Institute of International and Comparative Education, Beijing Normal University, China (Pauljohnalegado24@yahoo.com)

Soe, Hnin Yu*
Department of Methodology, Sagaing University of Education, Myanmar
Institute of International and Comparative Education, Beijing Normal University, China (mshninyusoe@gmail.com)

Abstract:

This paper is aimed at investigating the effects of mentoring on teachers’ beliefs and teachers’ pedagogical practices and whether the former has significant influence on the latter. To maximize the results and establish consistency, both 2013 and 2018 Teaching and Learning International Survey (TALIS) findings from lower secondary school teachers were used. Drawing from previous literature and three mentoring models, this paper offers a clear framework to better understand the elements where mentoring has impacts on and the dispositions by which mentors and mentees develop. This dyadic relationship supports the transfer of different fundamentals such as pedagogical, academic knowledge, psychosocial, attitudes and behaviors throughout the mentoring process. This perspective accentuates the significance of an ongoing relationship between mentors and mentees. Also, the statistical findings of this analysis suggest practical implications for school organizations and school leadership to design and align appropriate mentoring programs to support teachers’ professional development.

Keywords: mentoring; TALIS; teachers’ beliefs; teachers’ pedagogical practices

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DOI: https://doi.org/10.5861/ijrse.2021.5077

Cite this article:
Alegado, P. J. E., & Soe, H. Y. (2021). A comparative analysis of the effects of mentoring among participating countries in 2013 and 2018 Teaching and Learning International Survey (TALIS). International Journal of Research Studies in Education, 10(5), 45-59. https://doi.org/10.5861/ijrse.2021.5077

*Corresponding Author