Purpose

Within schools across the USA, mentees supported by mentors experience a number of potential benefits, including high job satisfaction, less attrition and more opportunities for professional/emotional guidance. However, these benefits are less understood in the context of formal mentorship specifically, as well as to what extent these supports apply to instructional practices. This study aims to address the minimally researched area of how being mentored might impact the instructional practices of teachers at all stages of their career.

Design/methodology/approach

Based on data recently published for the Teaching and Learning International Survey (TALIS) in 2018, this study examines the relationship of teachers with formally assigned mentors, the number of total years of teaching experience and instructional practices. US teachers who responded to the target survey questions (n = 1,934) were submitted to several one-way analyses of variance to determine (1) the potential relationships between the presence of a formal mentor and instructional practices and (2) how different groups of teachers with varying numbers of total years of teaching experience impacted these relationships.

Findings

The results found that the presence of a formal mentor predicted higher classroom management practices, clarity of instruction practices and cognitive activation activities for the combined sample (p < 0.05), and for teachers with 15 years or more of teaching experience, the presence of a formal mentor predicted higher classroom management and clarity of instruction practices (p < 0.05).

Originality/value

The results provide evidence for the use of formally assigned mentors beyond new teacher induction, but the nature of the formal mentorships in this study is unclear. Future research should further investigate descriptive cases of more inclusive formal mentorship programs.

中文翻译：

---

正式的指导和指导做法：国际教与学调查（TALIS）对美国教师的研究

目的

在美国各地的学校中，由导师支持的受训者可以享受许多潜在的好处，包括工作满意度高，损耗少，获得更多专业/情感指导的机会。但是，在正式指导的背景下，以及这些支持在多大程度上适用于教学实践，这些好处很少被理解。这项研究的目的是解决在教师的职业生涯各个阶段如何受到辅导可能会影响其教学实践的研究最少的领域。

设计/方法/方法

根据最近在2018年国际教学和研究调查（TALIS）中发布的数据，本研究调查了教师与正式分配的导师的关系，教学经验的总年数和教学实践。回答了目标调查问题（n  = 1,934）的美国教师接受了几种单向方差分析，以确定（1）正式导师的存在与教学实践之间的潜在关系，以及（2）不同类别的教师之间的潜在关系。总教学年限不同的教师对这些关系产生了影响。

发现

结果发现，正式导师的存在预示着更高的课堂管理实践，清晰的教学实践和合并样本的认知激活活动（p  <0.05），以及具有15年或以上教学经验的教师，存在一个正式导师预测，更高的课堂管理水平和清晰的教学实践（p  <0.05）。

创意/价值

研究结果为新教师入职之外使用正式分配的导师提供了证据，但本研究中正式导师的性质尚不清楚。未来的研究应进一步调查更具包容性的正式指导计划的描述性案例。