The purpose of this paper is to explore the impact that mentoring has on Canadian early career teachers’ (ECTs’) well-being. The authors describe findings from a pan-Canadian Teacher Induction Survey (n=1,343) that examined perceptions and experiences of ECTs within K–12 publicly funded schools, with particular interest in retention, career interests and the impact of mentoring on well-being.,An online survey was used to examine perceptions and experiences of ECTs within publicly funded K–12 schools across Canada. For this paper, the authors selectively analyzed 35 survey questions that pertained to mentorship and well-being of ECTs, using quantitative and qualitative procedures.,The findings revealed a strong correlation between the mentoring experiences and well-being of the participating Canadian ECTs. The teachers who did not receive mentorship indicated significantly lower feelings of well-being, and conversely, teachers who participated in some kind of mentorship demonstrated much higher levels of well-being.,This paper draws on the selective analysis of the data from a larger study to elicit the connections between the mentoring support and perceived well-being. Due to inconsistencies in terminology and multifaceted offerings of induction and mentoring supports for ECTs across Canada, there might have been some ambiguity regarding the formal and informal mentorship supports. A longitudinal study that is designed to specifically examine the connection between the mentorship and well-being of ECTs could yield deeper understandings. A comparative study in different international contexts is commended.,The findings showed that the ECTs who did not receive any mentorship scored significantly lower feelings of well-being from external, structural, and internal well-being sources, and conversely, the ECTs who participated in some kind of mentorship scored much higher levels of feelings of well-being. Policy-makers should therefore continue to confidently include mentorship as an intentional strategy to support and help ECTs to flourish. However, inconsistent scoring between individuals and their levels of external, structural and internal well-being suggest that more research on the connection between mentoring and well-being of the ECTs.,Work-life imbalance seems to be more challenging for ECTs than policymakers who provide these expectations are aware. Therefore, excessive work demands and intensive workloads need to be given proper attention for their potential negative effects (such as stress, burnout and absence) on the beginning teachers’ health and well-being. Likewise, purposeful strength-based approaches should be undertaken to establish generative and pro-social efforts to enhance the connectedness, collaboration, collegiality and resilience-building opportunities for novice professionals within flourishing learning communities.,In this paper, the authors have undertaken the first steps in exploring the impact that mentoring has on Canadian ECTs’ well-being. The study increases the understanding of how mentoring can be used as a purposeful strategy to support the well-being of ECTs and retain them in the teaching profession in Canada and potentially in different international contexts.

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指导对加拿大早期职业教师的幸福感的影响

本文的目的是探讨辅导对加拿大早期职业教师（ECT）的幸福感的影响。作者描述了来自泛加拿大的教师入职调查（n = 1,343）的发现，该调查研究了K-12公立学校对ECT的看法和经验，特别是对保留率，职业兴趣以及指导对幸福感的影响。 ，一项在线调查被用来检查加拿大公立K-12学校对ECT的看法和经验。在本文中，作者使用定量和定性方法选择性地分析了与ECT的指导和幸福有关的35个调查问题。研究结果表明，参加加拿大ECT的指导经验和幸福之间存在很强的相关性。没有接受指导的教师的幸福感明显降低，相反，参加某种指导的教师的幸福感却要高得多。进行研究以寻求指导支持与感知幸福之间的联系。由于在加拿大各地对ECT的术语不一致和提供多种形式的上岗和指导支持，因此对于正式和非正式的指导支持可能存在一些歧义。旨在专门研究ECT的指导与幸福之间的联系的纵向研究可能会产生更深刻的理解。值得推荐的是在不同的国际环境下进行的比较研究。研究结果表明，没有得到任何指导的ECT从外部，结构和内部的幸福感获得的幸福感明显降低，相反，参加某种指导的ECT的情感感则高得多的幸福感。因此，政策制定者应继续自信地将导师制作为支持和帮助ECT蓬勃发展的有意策略。然而，个体之间的评分及其外部，结构和内部福祉水平不一致表明，对ECT的指导与福祉之间的联系进行更多的研究。ECT的工作生活失衡似乎比决策者更具挑战性。提供这些期望的人都知道。所以，过度的工作需求和繁重的工作量需要适当注意，因为它们可能会对初学者的健康造成不利影响（例如压力，倦怠和缺勤）。同样，应该采取有目的的基于力量的方法来建立生成性和亲社会性的措施，以增强蓬勃发展的学习社区中的新手专业人员的联系性，协作性，合作性和复原力，从而为他们提供机会。探索指导对加拿大ECT的福祉的影响的步骤。这项研究使人们更加了解如何将指导作为一种有目的的策略来支持ECT的福祉，并将其保留在加拿大的教学专业中以及可能在不同的国际环境中。