A Qualitative Analysis of Experienced Teachers’ Ongoing Need for Mentors

Teacher mentoring strategies provide new teachers (and experienced teachers, too) with crucial supports when they enter the real world of classroom, attempt classroom management and instructional skills, improve their goals to remain in teaching profession, help students learn. The central research question, “Do still need mentors?” Data collection included an individual interview a former study participant. analysis was thematic by manual coding. Themes emanated were e-mentoring programs, high-quality mentorship mentor roles responsibilities, middle school teachers’ attitudes toward inclusion disabilities, administrators’ support for feedback special education teachers. findings administrative negative co-teaching experience learning independently occur without mentor. A limitation veteran teacher who interviewed. implication that especially mentors from first-year beyond. Social change improving induction programs ensure novice continue profession lifetime.