The purpose of this paper is to explore the extant literature with regard to the role of mentorship in promoting the well-being of early career teachers.,This paper was comprised of a review of the current literature. Key terms were used to identify initial sources. The search was narrowed further by using the Boolean operator AND to link key terms.,Much of the literature exploring mentorship and induction focuses on the formal structures and the targeted learning outcomes of the processes. However, the emotional and personal support afforded new teachers through the development of relationships with mentors is being recognized as contributing high value to the continued retention efforts. Although there are promising practices with regard to induction programs and formal mentorship arrangements in some schools, these practices are very scattered and may not even be equally well established within one school district.,Implementation of models that are focused on personal and professional support of new teachers could provide an avenue of research examining teachers’ perceptions of well-being and resiliency. Longitudinal, pan-provincial and pan-national research is necessary for developing more support for systemic implementation of mentorship models.,While there is research identifying existing programs and induction models, this paper uses the lens of early career teacher well-being to point out promising practices and additional considerations for adopting a holistic approach to mentorship. This mentorship model may result in better personal and professional outcomes for new teachers.

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早期职业教师的福祉：有关指导作用的文献综述

本文的目的是探讨有关指导在促进早期职业教师的福祉中的作用的现有文献。本文包括对现有文献的回顾。关键术语被用来识别最初的来源。通过使用布尔运算符AND链接关键术语，进一步缩小了搜索范围。探索导师和归纳法的许多文献都将重点放在过程的形式结构和目标学习结果上。但是，人们认识到通过与导师的关系发展而为新教师提供的情感和个人支持为持续的留学工作做出了重要贡献。尽管在某些学校中，关于入职计划和正式导师安排的做法很有希望，这些做法非常分散，甚至在一个学区中可能还没有得到很好的确立。侧重于新教师的个人和专业支持的模型的实施可以为研究教师对幸福感和复原力的看法提供一种研究途径。纵向，泛省和泛民族研究对于为系统实施导师制模型提供更多支持是必要的。虽然有研究确定了现有的计划和上岗模型，但本文使用了早期职业教师的幸福感来指出有希望的做法以及采用整体指导方法的其他注意事项。这种指导模式可能会为新教师带来更好的个人和专业成果。